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Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization 
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下载免费PDF全文 John C. Begeny Rebecca A. Levy Rahma Hida Kate Norwalk 《Psychology in the schools》2018,55(2):120-136
Past studies have examined the contents of journal articles in school psychology, and more recently there has been increased interest in examining the frequency and characteristics of experimental studies appearing in school psychology journals. However, no prior studies have examined the international representation of experimental and intervention studies. This study evaluated every article published from 2002 to 2016 across eight school psychology journals that publish international scholarship. Several research questions were addressed (e.g., what is the frequency of experimental research internationally, what are the characteristics of those studies, and is the scholarship consistent with the global geography of school psychology?). Overall, findings revealed that although the field of school psychology is arguably international, the experimental research reflected in the eight journals selected for review does not adequately represent the global geography of the field, thereby also suggesting that the degree of internationalization in school psychology is relatively poor. The importance of these and related findings is discussed, and recommendations are provided that may help to improve the geographical representation of experimental research in school psychology as well as its overall internationalization. 相似文献
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Research studies looking into the effects of positive psychology interventions (PPIs) implemented in classrooms have yielded promising results, not only in terms of student well-being but also in terms of academic outcomes, school climate, and teacher well-being. However, a number of PPIs require relatively high levels of commitment from school administrators and teachers to put into place. This may result in many teachers dismissing PPIs across the board as too complicated to implement. The goal of the present article is thus to present a review of brief PPIs (BPPIs) based on positive psychology research in order to encourage involvement in such interventions at school. The BPPIs presented here have been categorized into four sections according to established areas of research in positive psychology, mindfulness, gratitude, strengths, and positive relationships, with precise examples of practices which have been successfully implemented and have demonstrated diverse benefits on student learning and well-being. The potential limitations of such interventions are also highlighted in order to foster best practices and cross-cultural adaptations of such projects. 相似文献
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Victor Villarreal Maria J. Castro Ileana Umaña Jeremy R. Sullivan 《Psychology in the schools》2017,54(5):548-559
The purpose of this study was to provide an updated content analysis of articles published in major journals of school psychology spanning the years 2010–2014, with an emphasis on intervention research (including intervention and participant characteristics). Six journals—School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology—were selected for the analysis. Over the 5‐year period, 1,196 articles were published in the selected journals. A total of 65.8% of the articles were empirical articles; intervention studies with school‐age samples comprised 11.1% of all articles. Within the intervention studies, single subject represented the most frequently used research design (40.6%). Further, 58.6% of the intervention studies did not provide sufficient information to discern participants’ disability status. Although the proportion of empirically based articles has increased in recent years, that of intervention articles has remained low. 相似文献
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Intervention research productivity from 2005 to 2014: Faculty and university representation in school psychology journals 下载免费PDF全文
下载免费PDF全文 The purpose of this study was to identify authors and training programs making the most frequent contributions to intervention research published in six school psychology journals (School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Psychology in the Schools, School Psychology International, and Journal of Applied School Psychology) over the 10‐year period from 2005 to 2014. A total of 310 articles were identified as intervention articles; 919 unique authors, representing 289 universities or organizations, contributed to these publications. Top‐ranked authors and universities were identified based on authorship rating and total publications, respectively. This evaluation highlights key contributors to the primary intervention research in school psychology, as well as themes of the publications of top‐ranked individuals and programs. 相似文献
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Brittany L. Hott Sarah Heiniger Jasmine Justus Kathleen M. Randolph Amal Al Shabibi Brooki Beasley Kerry Frank Wendy Mitchell Courtney Tennell Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238
Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed. 相似文献
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David M. Hulac Kathleen Aspiranti Madeline Jacobson Maryia Schneider Natalie Johnson 《Psychology in the schools》2019,56(7):1089-1100
School Psychology faculty members are expected to publish articles in peer‐reviewed journals that impact the fields of education and psychology. Both the content and the impact of the articles school psychologists publish may change across time and differ from other disciplines. The current analysis sought to understand average article impact, content, and research focus, and to describe those articles that have the highest impact factor. All of the articles (n = 3670) published by school psychology faculty between January, 2010 and December, 2015 were collected and examined. Three reviewers were trained over 2 hr to read abstracts and to classify the content of those abstracts. The literature was systematically classified into four categories: assessment, consultation, intervention, and professional issues. The title, keywords, and abstract were used to find the category of best fit for each publication. The majority of articles published fall into the broad category of Professional Issues. The average article is cited 17.68 times in Google Scholar and 4.9 times in Web of Science. These data will be useful to understand publication content trends and identify gaps in research. 相似文献
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The development of gratitude in youth has received increasing attention during the past several years, and gratitude‐based interventions have often been recommended for use in schools. Yet, the empirical status of the correlates of gratitude and the effects of gratitude‐based interventions on youths’ outcomes remains unclear. The present study addressed this ambiguity by systematically reviewing and meta‐analyzing original empirical journal articles investigating gratitude in youth through September 2014 (N = 20). Findings from the meta‐analysis of correlates indicate small‐to‐moderate convergent and discriminant evidence for gratitude as a subjective well‐being indicator in youth, yet other results indicate that gratitude measures have relatively poor test–retest reliability and/or predictive validity and that they have questionable concurrent validity with other gratitude measures. Moreover, findings from the meta‐analysis of intervention outcomes indicate that gratitude‐based interventions are, as a whole, generally ineffective and that much more intervention research is warranted. Implications of these findings for theory, future research, and the practice of school psychology are discussed. 相似文献
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Surveys regarding the level and scope of training provided in both traditional child and youth issues and that of school violence and youth gang prevention were sent to 213 school psychology training programs. Ninety specialist-level programs were included in the final study. Results indicated the majority of programs provided substantial intervention training for more traditional behavioral concerns (e.g., ADHD, conduct problems). Training in school violence prevention and, in particular, youth gang prevention/intervention, were lower priorities for training. The hypothesis was not supported that programs located in or near metropolitan areas are more likely to offer training in school violence and gang interventions. These results are discussed within the context of practitioner preparation for violence intervention. © 1998 John Wiley & Sons, Inc. 相似文献
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The authors investigated the effectiveness of a mindfulness art activity compared with a free draw/coloring activity on test anxiety in children. The sample consisted of 152 students (50% female; Mage = 10.38 years, SD = 0.88 years) randomly assigned to a mindful (n = 76) or free (n = 76) group. Participants completed a standardized measure of anxiety and state mindfulness before and after the coloring activity, immediately before a spelling test, as well as a measure of dispositional mindfulness. Results revealed an overall significant decrease in test anxiety and an overall significant increase in state mindfulness following the interventions. Furthermore, although a significant negative correlation was found between dispositional mindfulness and change in state mindfulness pre- and post-coloring intervention, a significant positive correlation was found between dispositional mindfulness and pre-intervention state mindfulness, suggesting a possible ceiling effect. Explanations for these findings and implications for school personnel and future research are discussed. 相似文献
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Across the disciplines of psychology, the research to practice gap is gaining recognition. This study used an integrated knowledge translation (iKT) framework to evaluate the acceptability, feasibility, and sustainability of delivering an anxiety intervention for children with autism spectrum disorders (i.e., FYF), in schools. Five participants (three educators and two parents) offered their perspectives on program strengths, barriers to implementation, and adaptations for the school setting. Qualitative data were collected through focus group discussions and analyzed using thematic analysis techniques. The participants provided valuable information about program structure and considerations for implementation in schools. Results indicated that participants found the proposed modified FYF to be acceptable and feasible and recommended pilot testing the intervention. Specific recommendations for adaptations are discussed. This study offers a model for researchers to collaborate with key stakeholders in adapting interventions for use in schools, thereby, bridging the gap between research and practice. 相似文献
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Nathaniel von der Embse Shannon V. Ryan Tera Gibbs Ariel Mankin 《Psychology in the schools》2019,56(8):1328-1343
Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing these negative outcomes. Although there have been several recent intervention studies in the domain of teacher stress, there has been no systematic review to compare the type and effectiveness of teacher stress interventions. Included within this review are interventions from a variety of modalities such as knowledge‐based, behavioral, cognitive‐behavioral, and mindfulness approaches. Results indicated that the most effective interventions were in the mindfulness, behavioral, and cognitive‐behavioral domains. Interventions which delivered solely informational content were among the least effective. 相似文献
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Dante D. Dixson 《Psychology in the schools》2019,56(9):1493-1511
Several studies have found that higher hope is associated with higher academic achievement. Although scholars have asserted that this association is the result of higher hope leading to an increased likelihood that students will engage success‐oriented behaviors (e.g., participating in class, completing homework assignments), very little empirical research has been done to test this assertion. In this study, cluster analyses yielded three clusters of hope (high, average, and low) in a high school sample (N = 447) and a college sample (N = 375). Differences among hope clusters were examined across three domains of indicators—engagement, disengagement, and motivational variables—associated with success‐oriented behavior in school. Results from both samples indicated that students with higher levels of hope reported higher engagement, higher motivation, and lower disengagement, with medium to large effect sizes. These results have implications for both hope research and scaling psychosocial interventions. 相似文献
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Jason Parcover Mary Jo Coiro Esther Finglass Emily Barr 《Journal of College Student Psychotherapy》2018,32(4):312-329
Increases in the number of college students seeking mental health services require counseling centers to explore innovative strategies to provide effective and efficient treatments. Group interventions offer an alternative to traditional individual counseling, allowing centers to serve more students with fewer clinical staff (Burlingame et al., 2016). Of current group modalities, mindfulness-based interventions (MBIs) have been growing in popularity as an effective approach for addressing college students’ increasingly complex needs. This study describes the evaluation of a three-session mindfulness-based intervention on students’ mindfulness, symptoms, and stress. Compared to a comparison group of 109 students not seeking counseling center services, 78 students who received the intervention reported increased mindfulness, and decreased symptoms of depression, anxiety, and stress at the end of the group. Furthermore, improvements in mindfulness mediated intervention effects on symptoms of depression and anxiety. These gains were generally maintained 3 weeks later. These findings support the benefits of brief group interventions for college students. Suggestions for modifications to the intervention and for future research are discussed. 相似文献
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Catherine R. Chittleborough Murthy N. Mittinty Debbie A. Lawlor John W. Lynch 《Child development》2014,85(6):2247-2262
Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764, imputed), simulated effects of plausible interventions to improve school entry academic skills on socioeconomic inequality in educational achievement at age 16 were examined. Progressive universal interventions (i.e., more intense intervention for those with greater need) to improve school entry academic skills could raise population levels of educational achievement by 5% and reduce absolute socioeconomic inequality in poor educational achievement by 15%. 相似文献
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Scott B. Greenspan Sarah A. Fefer Sara A. Whitcomb Jessica M. Kemp 《Psychology in the schools》2019,56(6):907-927
Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature. 相似文献
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Jennie Turner Katie Greenawalt Stephen Goodwin Erica Rathie Elizabeth Orsega-Smith 《Educational gerontology》2017,43(12):630-640
Research has shown that positive psychology interventions can enhance subjective well-being and reduce depression, however, efficacy on older adult populations has not been widely examined. Specifically, subjective well-being, life satisfaction, optimism, and positive emotions have been shown to improve health and longevity. The present study soughts to develop and evaluate an intervention with the goals of enhancing positive mental health among older adults. The Art of Happiness is a theory-based, eight-week intervention that was conducted at three senior centers in the state of Delaware. Each 90-min class examined a different topic including: (1) defining happiness, (2) stress management, (3) reflecting on happiness, (4) compassion and human connection, (5) forgiveness, (6) transforming suffering, (7) mindfulness, and (8) humor. Pre and post questionnaires assessed participant subjective happiness, stress, gratitude, life satisfaction, depression, mindfulness, arousal states, and general demographic and health information. This paper outlines the formative and process evaluation methodology related to the Art of Happiness project. 相似文献
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This study is an extension of an initial study conducted by Wiese Rogers in 1992 that examined the diversity literature in school psychology journals. The purpose of this study was to review all research published in four major school psychology journals during the decade of the 90s for diversity content to determine if there had been an increase. Results indicated that 10.6% of the articles have diversity as a focus, a slight increase over Wiese Rogers's findings. Assessment continues to be the area that has the greatest number of diversity articles. Six reasons are proposed for the continued gap in the literature base. Implications for the field of school psychology and suggestions for increasing diversity articles are provided. © 2002 Wiley Periodicals, Inc. 相似文献