Relevant bibliographies by topics / School psychology ; Social psychology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School psychology ; Social psychology'

Author: Grafiati
Published: 26 July 2024

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Journal articles on the topic "School psychology ; Social psychology"

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Modzelewska, Marlena. "Does Pop Psychology Teach Psychology? Psychological Knowledge among Students of Secondary Schools." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, no. 1 (June 13, 2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.

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Pop psychology is a phenomenon that evokes extreme emotions. Myths that work to the detriment of the recipients get into the general consciousness. Of course, there are also valuable items that have the hallmarks of pop psychology. Therefore, the ability to think critically and search for reliable knowledge is important. Can students do it? They receive relatively little psychological education in schools, so if they want to learn something in this matter, they must use the knowledge available outside traditional education. In order to determine the psychological knowledge of adolescents, a CAWI quantitative study was conducted using the Qualtrics tool on a sample of 204 secondary school students. The main research problem is: What is the state of knowledge of secondary school students? Research questions: How much psychological knowledge do secondary school students have? From which source(s) do students mainly obtain psychological knowledge? Do secondary school students agree with the statement that psychological knowledge is useful in their lives? The study shows that students’ knowledge is at a relatively good level (the average value of the indicator on a scale of 1–3 was 1.94). The most frequently chosen terms to define are: phobia, anorexia, depression, narcissism, empathy. In turn, the concepts with the highest declared level of knowledge are: depression, manipulation, phobia, positive thinking, sexual orientation. The vast majority of students (91%) see the usefulness of psychological knowledge in their lives. They obtain it mainly from the Internet (71% from websites, 69% from social media), and much less often from school (29%). The school has the opportunity to equip students with reliable psychological knowledge during one of the most important (from the point of view of human development) periods in lives. Therefore, it is worth taking systemic actions that will enable students to navigate the world efficiently and understand themselves as best as possible.
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Nastasi, Bonnie K. "Social Justice and School Psychology." School Psychology Review 37, no. 4 (December 1, 2008): 487–92. http://dx.doi.org/10.1080/02796015.2008.12087862.

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Nuna, Ruth, Macharia S, and Ngumi O. "THE PSYCHOLOGY." International Journal for Innovation Education and Research 11, no. 5 (May 26, 2023): 89–102. http://dx.doi.org/10.31686/ijier.vol11.iss5.4114.

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Use of social media has a significant influence on the behaviors of teenagers. Although nations around the world are aware of what occurs on websites like Facebook, YouTube, Twitter, and others, there has been evidence of cyberbullying on these platforms. This study was conducted among the teenagers attending secondary schools in Nairobi County, Kenya, to investigate the coping strategies used by adolescents in dealing with the effects of cyberbullying. The research used Ex –Post- Facto design. All of the adolescents in selected secondary schools between the ages of 13 and 18 made up the study population. The study used stratified random sampling techniques to select the sample of 318 adolescents. the study also used purposive sampling to select 5 School Principals and 5 Teacher-Counselors. Data was collected using a modified Cyberbullying Coping Questionnaire. Interview schedules were used to gather information from the Teacher-Counselors and School Principals on the quality of cyberbullying coping strategies. Data was analyzed using SPSS version 25 and presented using frequency tables and percentages. The results revealed that the coping mechanisms for cyberbullying involved team efforts from parents, teachers, and students. The study found that 58(18.2%) and 81(25.5%) would seek professional advice or report the matter to their parents, teachers or school principals. Additionally, the study found that there was age difference with those who blocked, deleted or informed the bully to stop his bullying behaviors. The study recommends that School Principals and parents should create a safe and healthy environment in both home and school. Further, the study recommends that schools to put in place surveillance strategies to support students who experience cyberbullying and to develop programmes to enhance psychological adjustment.
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Griggs, Richard A., Sherri L. Jackson, and Merle E. Meyer. "High School and College Psychology: Two Different Worlds." Teaching of Psychology 16, no. 3 (October 1989): 118–20. http://dx.doi.org/10.1207/s15328023top1603_3.

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More than 300 public high schools were surveyed about psychology classes, with approximately 60% of the schools responding. The faculty for these courses are invariably in social studies departments, have little undergraduate or graduate coursework in psychology, and generally are not aware of the APA high school psychology program. The one-semester course emphasizes personality and developmental psychology and, to a lesser extent, social psychology, learning, and health. This personality–developmental focus and the resulting lack of student preparation for the more science-oriented college course is attributed to the limited training of the high school instructors, their job environment, and their goals for the course.
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Bzymek, Agnieszka. "Towards Resilience in Social Sciences-from Psychology to Social Pedagogy." Seminare. Poszukiwania naukowe 2021(42), no. 4 (December 2021): 51–64. http://dx.doi.org/10.21852/sem.2021.4.04.

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In the view of recent social sciences, the concept of resilience is associated primarily with positive adaptation regarding people exposed to various adversities and traumatic events for both children and adults. The majority of researchers ultimately agree on the coexistence of several factors affecting the disruption of an individual's functioning, illness or social maladaptation. With reference to social pedagogy, the category of resilience being not only psychological, finds comprehensive application to human and social life, including social problems, social exclusion and threats regarding family, school and education environment, and, finally, assistance in development processes and education of adults and the elderly. The aim of the article is to point out the indicated aspects.
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Rahmatullah, Azam Syukur. "Santri Delinquency From Social Psychology Perspective." Tribakti: Jurnal Pemikiran Keislaman 33, no. 2 (July 31, 2022): 189–208. http://dx.doi.org/10.33367/tribakti.v33i2.2761.

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Juvenile delinquency occurs anywhere and anytime, including in Islamic boarding schools. Several studies have shown that students’ problematic behavior is sometimes strange and deviates from the rules of the Islamic boarding school. Therefore, the researcher seeks to deeply examine the juvenile delinquency of students in the Islamic boarding school community. This research is literature research, descriptive research, qualitative research, and exploratory which examines in-depth literature based on General and Social Psychology on Islamic boarding schools to find new aspects related to juvenile delinquency of santri. The analysis used a content analysis study and an in-depth discussion of the written information contents. The results indicated that juvenile delinquency students stem from unhealthy behavior; among the causes; are psychic instability, superego deficiency, control, and defective perceptual function. The therapy for problem students is cognitive behavioral therapy or Cognitive Behavior Modification, which combines cognitive and behavioral approaches to solve problems. Some efforts were: first, initial assessment and diagnosis; second, looking for the root of the problem from negative emotions, thought process deviations, and central beliefs related to the disorder; third, an intervention plan prepared by the counselor to provide positive-negative consequences for counseling; fourth, status formulation, therapeutic focus, behavioral intervention, and fifth is relapse prevention and self-help training
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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.
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Theiler, Tobias. "Societal security and social psychology." Review of International Studies 29, no. 2 (April 2003): 249–68. http://dx.doi.org/10.1017/s0260210503002493.

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The concept of societal security as developed by the Copenhagen school has three underlying weaknesses: a tendency to reify societies as independent social agents, a use of too vague a definition of ‘identity’, and a failure to demonstrate sufficiently that social security matters to individuals. This article shows that applying social identity theory to the societal security concept helps remedy these weaknesses and closes the theoretical gaps that the Copenhagen school has left open. It enables us to treat ‘society’ as an independent variable without reifying it as an independent agent. It also suggests a much sharper definition of identity, and a rationale for the Copenhagen school's claim that individuals have a psychological need to achieve societal security by protecting their group boundaries. Social identity theory thus supports the societal security concept in its central assumptions while giving it stronger theoretical foundations and greater analytical clout.
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Bartolo, Paul A. "Why school psychology for diversity?" School Psychology International 31, no. 6 (December 2010): 567–80. http://dx.doi.org/10.1177/0143034310386532.

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This article discusses the dilemma faced by psychologists in responding to diversity. It is based on a qualitative review of relevant literature over the past decade. It first describes psychologists as frontrunners in recognizing the uniqueness and autonomy of each of their diverse clients but within the biomedical model that locates problems within clients. This raises a dilemma vis-à-vis diversity issues which are associated with discrimination suffered by minority groups who are best supported by changes in social structures and processes. An account is then given of an increasing adoption of a biopsychosocial model, with further influence of the social model of disability and mental health. Evidence of the trend is explored in a new commitment to the human rights agenda, changes in ethical codes, and in psychologists’ engagement with intervention at macro systems levels as in the promotion of inclusive education. The review concludes with the implications of these trends for greater changes in training institutions to reflect openness to diversity, and in training programmes to promote an understanding of, and skills in, using social approaches to addressing the needs of clients who are at risk of being misunderstood, devalued, and discriminated against.
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Wolfendale, Sheila, Colin Rogers, and Peter Kutnick. "The Social Psychology of the Primary School." British Journal of Educational Studies 39, no. 3 (August 1991): 361. http://dx.doi.org/10.2307/3121163.

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Dissertations / Theses on the topic "School psychology ; Social psychology"

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Cooper, Jennifer M. "Correlates of Social Justice Self-efficacy and Commitment of School Psychology Trainees." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429306981.

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Kabour, Marianne Michelle. "School violence: Parent and school official perceptions and responses." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2737.

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In our schools today, there are numerous violence prevention programs that have been implemented in order to curb the recent increase in the rate of school shootings. In addition, there have been a large number of articles written covering the topic of school violence, but little research has been done focusing on the perceptions of parents and school officials in regard to school violence. In the present study findings reveal why it is important to focus our attention not only on student perceptions of school safety, but on parent and school official perceptions, as well. Parents and school officials received a self-report questionnaire and were asked to indicate which violence prevention programs they believe will make students feel safer and which ones they personally would like to see implemented in the schools. In addition, parents were asked to indicate whether their child has been a victim of violence or will be a future victim of violence and the perceived level of their child's anxiety regarding his/her safety at school. It was found that (a) there is a positive, statistically significant relationship between parents who reported that their child has been a personal victim of violence and the rating of their child's anxiety level; (b) parents who perceived their children as having higher levels of anxiety did not endorse more safety programs; (c) overall, parents endorsed more programs than school officials, especially those that were invasive and help-oriented; and (d) the programs the adults indicated they personally would like to see implemented in the schools did not differ significantly from the programs they endorsed as making students feel safer at school.
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Andreassi, Cristina Lynne. "Social Cognition as a Mediator in the Relationship between Disability Status and Social Status." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-05282004-141603/.

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This study examined the relationship between social-cognitive ability and social status in children with and without learning disabilities. Social cognitive mapping was used to determine children?s centrality in the social network in their classroom and accuracy in reporting peer social networks. It was predicted that social cognition, as assessed through the accuracy measure, would mediate differences in social status, as assessed through social network centrality. Although children with learning disabilities had lower social network centrality, they did not differ from children without learning disabilities in terms of accuracy in reporting social networks in the classroom. Therefore, the mediation model was not supported. However, greater accuracy in reporting peer networks was predictive of greater peer involvement across both groups of children. Results are discussed in terms of implications for improving children?s social functioning and future research on the topics of the social functioning and social cognition of children with learning disabilities.
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Dion, Lisa A. "The Relationship of School-Wide Positive Behavior Supports to School Climate and Student Behavior." Thesis, Johnson & Wales University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103480.

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“Since the 1970s, one of the hallmarks of reforms of junior high and middle schools has been the recognition of social ‘needs’ of young teens and the ways in which schools have failed to serve them” (Juvonen, p. 197, 2007). If school climate is left to fail, adolescents are at a risk for developing mental health problems, anxiety, antisocial behaviors, and depression (Shortt, Alison, & Spence, 2006). Unless discipline issues are at a minimum, instruction will be interrupted and teaching time will be lost (McIntosh, Bohanon & Goodman, 2011).

The following research questions are a few of the questions that guided this study: 1. What are the students’ perceptions of school climate at the end of the school 2014 year? 2. What are the differences in the number of Office Disciplinary Reports (ODRs) from pre-implementation of the SWPBS in 2009 to post-implementation of the SWPBS in 2014 by grade level and gender?

This study employed a causal-comparative research design utilizing ex post facto data collected from ODRs and a School Climate Survey to determine feasibility and worthiness of a School-Wide Positive Behavior Supports (SWPBS). The students in this study (N=487) were from a small suburban middle school located in the Northeast.

Analyses of students’ perceptions of school climate were negative in the following three dimensions: Order and Discipline=41%, Student-Interpersonal Relations=49% and Student-Teacher Relations =78%. An analysis of ANOVAs revealed significant differences between grade levels 5 to 8 (p=<.001). Findings for Office Disciplinary Reports (ODRs) at the end of a five-year implementation of a SWPBS system reported significant percent decreases ranging from 54% at pre-implementation of the SWPBS to 90% at post-implementation in grade levels 5 to 8.

Educational leaders can utilize the findings from this study to guide their instructional practice on building Student-Teacher Relations and implement the use of a School-Wide Positive Behavior Support (SWPBS) system, to help address the social emotional needs of students and minimize student behavioral problems to effect time spent on learning and the success of student learning in the classroom.

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PORTER, CORNELIA PAULINE. "SOCIALIZATION, BLACK SCHOOL-AGE CHILDREN AND THE COLOR CASTE HIERARCHY (SOCIAL COGNITION, PSYCHOLOGY, NURSING)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188010.

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The purpose of the descriptive research was to investigate the relationship between an adherence to the Black community's belief and value system about Black skin tones and Black school-age children's skin tone preferences and perceptions of occupational life opportunities. Six Black skin tones were scaled via Thurstone's method of paired comparisons and the law of comparative judgment. The result was an interval level Skin Tone Scale on which the skin tones were positioned from most to least preferred by the children. The most preferred skin tones ranged from medium to honey brown. The least preferred were the extreme tones of very light yellow and very dark brown. Data collection was accomplished with the Porter Skin Tone Connotation Scale (PSTCS). The instrument was constructed from the forced choice preference paradigm. Data were obtained from a volunteer sample of 98 Black school-age children who resided in a city in Arizona. Data collection and analyses were constructed to test two hypotheses: (1) Black school-age children's skin tone classifications for differential status occupations will be related to gender, age, and perception of own skin tone as indexed by the skin tone values of the Skin Tone Scale, and (2) with increasing age, Black school-age children's skin tone preferences will be more systematically related to the skin tone values of the Skin Tone Scale. Testing of the first hypothesis with multiple regression indicated that the independent variables did not account for enough variance to support the hypothesis. Analysis of the second hypothesis with coefficient gamma suggested a trend toward more systematic agreement with the Skin Tone Scale with increasing age. Results of the first hypothesis were discussed in relation to composition of the sample, gender differences, the achievement value of the Black sociocultural system, and these Black children's lived experience. Results of the second hypothesis reflected those from similar investigations conducted in the 1940s. The results suggested Black children still most prefer brown skin tones and least prefer extreme light and dark skin tones. Black children's preferences for Black skin tones have not altered in approximately forty years.
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Cavanaugh, Barbara Harlow. "Predictors of middle school girls' engagement in suspendable school offenses." ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/560.

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Despite research evidence that social context and personal characteristics are related to girls' violent behavior, little is known about the relative contribution of such antecedents. Therefore, the purpose of this study was to assess the relative strength of predictors of school violence among a sample of middle school girls. Of special interest were the intervening variables, because knowledge of their relative strength could enable schools to design targeted interventions to reduce school violence. Social learning theory formed the theoretical foundation for the study. A four-part survey consisting of sociodemographic items, the Rosenberg Self-Esteem Scale, an amended version of the Attitudes Toward Violence Scale, and the School Violence Inventory (used to assess engagement in offenses that could result in school suspension) was administered to 229 girls enrolled in a middle school in a southern U.S. state. Data were analyzed using hierarchical multiple regressions in which intervenable variables were entered first as a block, followed by nonintervenable variables. The results indicated that the predictors of school violence (from strongest to weakest) were observation of school violence, gang membership, favorable attitude toward violence, school suspension, grade level, and drug use. This finding suggests that female middle school students may be learning to behave violently by observing others engaged in such behavior at school and through the influence of gangs. Implications for positive social change are that the results could be used by educators and other school officials develop specific interventions that more effective target known predictors of school violence among middle school girls (for example, increased student monitoring, after-school programming, and guided classroom discussions on the nature of violence and its motivations).
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Perdue, Neil Hunter. "The relation between social support and behavioral and affective school engagement." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354920.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology of the School of Education, 2009.
Title from PDF t.p. (viewed on Feb. 5, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2600. Adviser: David B. Estell.
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Hackney, Candace Dorothy. "Social Emotional Learning as a Charge for School Psychologists." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1566147862091835.

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Waite, Jennifer. "An exploration of educational psychology support for children at risk of school exclusion." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-educational-psychology-support-for-children-at-risk-of-school-exclusion(9a51d603-e68a-49fd-acfa-3650c5b9efd0).html.

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Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and accounting for individual level support for crisis management situations for children or young people, at immediate risk of school exclusion. The studies are limited in exploring effective strategies and methods employed by a Specialist Educational Psychologist (SEBD) and the distinctive contribution of Specialist Educational Psychologists’ (SEBD) support. In the present study, a Specialist Educational Psychologist (SEBD) from an Independent Educational Psychology Service was identified to take part in the study. The Participant Specialist Educational Psychologist1 identified two casework examples of positive practice, whereby her input led to positive outcomes for the children with SEBD, at risk of permanent school exclusion. An in-depth single case study design was utilised to explore the strategies and methods employed by the Participant Specialist Educational Psychologist and her unique contribution from the Participant Specialist Educational Psychologist’s perspective and from the perspectives of the school professionals and parents involved in the two caseworks. Semi-structured interviews were used as a data gathering method and were analysed using Braun and Clarke’s (2006) six phased model of thematic analysis. An Integrated Thematic Map was produced made up of Seven Organising Themes. A content analysis was completed on documentary evidence of the Participant Specialist Educational Psychologist’s action plans and was triangulated with aspects of the findings from the thematic analysis. The effective strategies and methods applied by the Participant Specialist Educational Psychologist and the distinctive contribution of her support are described. The study provides ‘new’ and ‘confirmed’ insights into effective practice that aims to contribute to the skill set and knowledge of practitioner educational psychologists and through which, strengthen the support provided to schools for children or young people with SEBD, at risk of permanent school exclusion. The findings also provide insight to the distinctive role of the educational psychologist in effective specialist support and the specialist role within the profession. The insight is considered important in light of the current changes occurring within the profession and the Special Educational Needs (SEN) Review (DfE, 2011a; DfE, 2012a).
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Juge, George Emory. "Left out: Exclusionary gender discourses in Swedish high school psychology textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.

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Syftet med examensarbetet är att identifiera diskursiva representationer av genus i tre olika läromedel som används i kursen psykologi 1 på gymnasienivå i Sverige. Metod och teori kommer primärt från diskursanalytiska traditioner och har även influerats av vissa feministiska teorier. Ur en systematisk läsning och kodning av text och bilder som finns i materialen visade sig tre teman: pronomen, normer och skillnad/avvikelse. Uppsatsen är en del av ett lärarprogram på avancerad nivå och analysens syfte var att hjälpa mig själv och andra lärare i psykologi, min specialisering, att utveckla normkritisk pedagogik och didaktik för att bidra till en bättre förståelse för utsatta människor hos våra elever. Resultatet var att de två psykologi kursböckerna Psykologi 1+2a (Levander och Levander, 2012) och Mänskligt (Bernerson och Cronlund, 2017) har adresserat normer inklusive normer kring genus och sexuell läggning, men har även cementerat normativa diskurser i dessa områden. Mänskligt har lyckats något bättre i att lyfta och applicera normkritik. Det tredje materialet Bryt! är inte en psykologi kursbok utan en handbok i normkritik som mestadels består av gruppövningar med syftet att främja förståelse för normer och deras konsekvenser. Min rekommendation är att använda Bryt! som komplement till en eller både av de analyserade kursböckerna i klassrummet för att erbjuda våra elever en djupare förståelse för hur normer, i synerhet cis/heteronormen, negativt påverkar psykisk hälsa hos utsatta populationer såsom HBTQIA+ personer.
The aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.
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Books on the topic "School psychology ; Social psychology"

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Young, Kimball. Handbook of social psychology. London: Routledge, 1998.

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J, Medway Frederic, and Cafferty Thomas P, eds. School psychology: A social psychological perspective. Hillsdale, N.J: Erlbaum Associates, 1992.

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Peter, Kutnick, and Rogers Colin 1936-, eds. The social psychology of the primary school. London: Routledge, 1992.

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1950-, Rogers Colin, and Kutnick Peter, eds. The Social psychology of the primary school. London: Routledge, 1990.

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Systems psychology in the schools. New York: Pergamon Press, 1986.

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Becoming somebody: Toward a social psychology of school. London: Falmer Press, 1992.

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C, LaVoie Joseph, and Epps Susan, eds. School psychology: A developmental and social systems appproach. Boston: Allyn and Bacon, 1992.

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service), SpringerLink (Online, ed. Encyclopedia of Cross-Cultural School Psychology. Boston, MA: Springer-Verlag US, 2010.

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Simpósio, Brasileiro de Pesquisa e. Intercâmbio Científico (10th 2004 Aracruz Brazil). Psicologia escolar e compromisso social: Novos discursos, novas práticas. Campinas, SP: Alínea Editora, 2005.

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Knapp, Sarah Edison. The school counseling and school social work treatment planner. Edited by Jongsma Arthur E. 1943-. Hoboken, New Jersey: Wiley, 2012.

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Book chapters on the topic "School psychology ; Social psychology"

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Williams, Stacy A. S., and Sarah R. Fritz. "Social Justice Advocacy." In Supervision in School Psychology, 341–63. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-15.

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Heaven, Patrick C. L. "School Life." In The Social Psychology of Adolescence, 100–123. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-10743-5_5.

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Haoran, Gong, and Zhang Kan. "Social-Cultural-Historical School." In The ECPH Encyclopedia of Psychology, 1–3. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_846-1.

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Yu, Georgia. "Social Skills." In Encyclopedia of Cross-Cultural School Psychology, 899–902. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_392.

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Landon, Dorothy J. "Social Work." In Encyclopedia of Cross-Cultural School Psychology, 902–4. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_393.

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Ladd, Gary W., and Becky Kochenderfer-Ladd. "Research in Educational Psychology: Social Exclusion in School." In Social Exclusion, 109–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33033-4_6.

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Adler, Susan. "Social Sciences, Teaching." In Encyclopedia of Cross-Cultural School Psychology, 898–99. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_391.

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Olweus, Dan. "Bullying at School." In The Plenum Series in Social/Clinical Psychology, 97–130. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9116-7_5.

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Siann, Gerda, and Denis C. E. Ugwuegbu. "The School and its Social Setting." In Educational Psychology in a Changing World, 334–68. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003501442-14.

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Siann, Gerda, and Denis C. E. Ugwuegbu. "The School as a Social System." In Educational Psychology in a Changing World, 307–33. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003501442-13.

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Conference papers on the topic "School psychology ; Social psychology"

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Henter, Ramona. "STRATEGIES FOR PROMOTING PSYCHOLOGY STUDENTS?? WELL-BEING." In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.09.

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Becoming a psychologist requires more than just acquiring the necessary competences.The emotional labour undergone when preparing for this job may be higher than in anyother specialty as it mainly requires one to solve their own personal issues beforehelping others deal with their own so as to dispute the counter-transfer. Allpsychotherapy schools start with at least one year of personal development. Knowing allthese, there is a large number of students enrolled in Psychology study programmes whostart their university studies thinking that this may be a way to avoid going to their ownpsychotherapist as they will learn all about it in their school years. However, they mayadmit this in one-on-one talks, but hesitate to state it in public. Focus groups were heldin order to identify psychology students� reasons for choosing this specialty andperceptions on their own emotional and mental health as well as identifying thestrategies they use to promote their own well-being as students and future professionalsalike. The reasons for choosing this study programme guide the choice of well-beingstrategies. Also, the literature review revealed several techniques for promoting wellbeing,used in psychological research destined to improve students� lives, and acomparison was made with the students� answers.
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Alonzo, Paola. "DYNAMIC PSYCHOLOGY AND INFANT RESEARCH: SCHOOL INTERVENTION FOR SOCIAL INCLUSION." In 10th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2023. SGEM WORLD SCIENCE, 2023. http://dx.doi.org/10.35603/sws.iscss.2023/sv05.08.

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The study of child growth has been and still is the object of attention and analysis byexperts in psychological theories and beyond. The first to describe childhooddevelopment was S. Freud, to which other scholars have joined such as Erikson,Winnicott, Spitz, Bowlby, A. Freud, M. Klein, Piaget (for intelligence), Vygotskij (fordevelopment cognitive), Chomsky (for language) and, among the pedagogists, as wellas Montessori, Pati. The latter, from a mere pedagogical point of view, was interested inthe growth levels of the child as well as the relationship that the minor has with theparents/educators. In the present research the relevant references are above all those toS. and A. Freud, M. Klein, D. Winnicott, J. Bowlby, E.H. Erikson and L. Pati for thepurely scholastic-pedagogical part.In consideration of these analyzes and considerations, it was deemed appropriate todevelop a project to be presented in the first and second grade secondary schools, aquestionnaire from which to collect data useful for assessing the level of inclusionpresent in the classes identified and made available for experimentation. This consists ofthree essential moments: 1- administration of a cognitive questionnaire of thepupils/students, in order to establish and identify the experimental group and the controlgroup; 2- administration of the questionnaire on well-being at school and in theclassroom to pupils/students; 3- evaluation of the results and identification of problemsconcerning inclusion. Once the needs for inclusion have been circumscribed, design apath for monitoring non-inclusive behaviors and proceed with a dynamic-relational andeducational intervention with the contribution of the teachers. In essence, thanks to thedata collected and organized in a database, an educational-relational proposal will beimplemented with a specific psycho-pedagogical methodology. This is also toencourage the full development of the human being in compliance with the UN Agenda2030 which expressly includes the thematic proposal relating to education forsustainability and social inclusion, a fact which represents the possibility of conceivingand implement specific educational paths aimed at achieving the goal.
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Ulanovskaya, Irina. "Social Skills Development In Modern Junior School." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.95.

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Jursova zacharova, Zlatica, Lenka Sokolova, and Miroslava Lemesova. "INTERACTIVE TEACHING OF PSYCHOLOGY: USING DESIGN-BASED RESEARCH IN DEVELOPING AN INTERACTIVE PSYCHOLOGY COURSE." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-118.

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In many European countries psychology is taught as an optional secondary school subject and as an introductory course in variety of university programmes for "non-psychologists" (e.g. teachers, social workers etc.). It might be challenging to teach psychology in an innovative way (using digital content within technology-rich learning environment) and to reach the objectives of developing student?s personality and psychological literacy at the same time. We applied the design-based research to design an innovative course of psychology for the secondary education. In the first phase quasi-experiment design was used (n=33). Eight lessons of psychology were taught in an experimental group in the technology-rich learning environment (using variety of online exercises, experiments, presentations and tests) and in a control group using traditional materials. Based on the students? feedback (didactic tests (n=73) and individual semi-structured interviews (n=11) we got an image of students? perception of the implementation of technology into psychology teaching and learning. Secondarily we analysed written narratives on the outcomes and the pitfalls of an introductory psychology course in the university teacher training (n=46). Content analyses revealed that both groups of students find psychology rather abstract and they need visualisations, practical interconnections, and learning in the context to enhance understanding psychology. On the other hand students prefer experiential social learning, social interactions, discussions and group work within psychology courses. Based on these data we designed an interactive course combining both digital and traditional materials and recommended methods of instructions. Such a course design allows teachers to implement various teaching scenarios with interactions among students, teacher, technology and visually attractive digital content. The course covers four areas included in general psychology curriculum in the secondary education and in the most of introductory psychology courses for non-psychologists in Slovakia: history of psychology, cognitive processes, personality and inter-individual differences, and social psychology. The study is a part of project KEGA 021UK-4/2013 "Teaching of psychology and the subjects of personal and social development - set of teaching materials".
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Tolstykh, Natalia N. "Social representations of school among modern teenagers, their parents and teachers." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-87.

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Tsitsikashvili, Kseniya P., and Sergei A. Kremen. "Instagram addiction in school students as a factor of social disadaptation." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-89.

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Guzmán, Cristian. "Peer Violence In School, Differences Based On Gender." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.19.

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Maksimova, Larisa Y. "Specifity Of Social Identity Of All-Girls Boarding School Adolescents." In Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.42.

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Moskvitina, Olga A. "Senior school students’ attitude to social values and their cultural self-identification." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-48.

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Aia-Utsal, Minni, and Kristi Kõiv. "Comparison of Teachers’ and Social Pedagogues’ Ways of Handling School Bullying Incidents." In 14th International Conference on Education and Educational Psychology. European Publisher, 2023. http://dx.doi.org/10.15405/epiceepsy.23124.3.

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Reports on the topic "School psychology ; Social psychology"

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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.
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Dinarte, Lelys, Pablo Egaña del Sol, and Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, March 2024. http://dx.doi.org/10.18235/0012854.

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After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors. This paper experimentally studies the socio-emotional-learning component of an ASP targeted to teenagers in public schools in the most violent neighborhoods of El Salvador, Honduras, and Guatemala. Participant schools were randomly assigned to different ASP variations, some of them including psychology-based interventions. Results indicate that including psychology-based activities as part of the ASP increases by 23 percentage points the probability that students are well-behaved at school. The effect is driven by the most at-risk students. Using data gathered from task-based games and AI-powered emotion-detection algorithms, this paper shows that improvement in emotion regulation is likely driving the effect. When comparing a psychology-based curriculum aiming to strengthen participants' character and another based on mindfulness principles, results show that the latter improves violent behaviors while reducing school dropout.
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Pritchard, Sue, and Emily Miles. Where are the women in major projects leadership? Association for Project Management, September 2018. http://dx.doi.org/10.61175/wkff6356.

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This report asks where the women are in major project leadership and examines the success of gender balance initiatives that are being adopted across the sector. The aim for this research was to bring together different schools of thought on the topic of gender and leadership, applying it to the context of project management and megaproject leadership in the UK. The report reviews the status gender balance in UK megaprojects and brings in ideas from sociology, psychology, gender theory and leadership models. In doing so, the authors present the argument for adopting a different approach to gender balance that goes beyond fixing the numbers. They argue that gender balance should be part of the organisation’s corporate social responsibility, as UK major projects have a remit to improve societal transformation. Gender balance initiatives should do more than ‘fix women’ for leadership roles, but also work to assess and revise workplace culture.
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Tobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada226128.

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Sidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina, and Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0786.29012024.

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The electronic training course ""Psychiatry, Medical Psychology"" was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education, specialty 31.05.01 General Medicine, approved by order of the Ministry of Education and Science of the Russian Federation dated February 9, 2016 No. 95, and taking into account the requirements of the professional standard 02.009 “Physician (precinct general practitioner)”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated March 21, 2017 No. 293n, as well as in accordance with the requirements of the Federal State Educational Standard of Higher Education in the specialty 31.05.02 Pediatrics (specialty level), approved by order of the Ministry of Education and Science of the Russian Federation dated 08/17/2015 No. 853, and taking into account the requirements of professional standard 02.008 “Physician - district pediatrician”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated 03/27/2017 No. 306n. This course includes issues of private psychiatry and narcology. The purpose of the course is to gain knowledge about the basic patterns of formation and manifestations of mental disorders, their causes, and classification principles. Course objectives: study of classifications of mental disorders; familiarization with the clinical manifestations of mental disorders, their etiological and pathogenetic mechanisms; teaching students the skills to identify symptoms of mental disorders and the skills of describing them in medical documentation. The labor intensity of the course is 45 hours. The course consists of 5 didactic units.
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Castro Caldas, José Maria, João Rodrigues, and Luís Francisco Carvalho. Economics and Social Psychology on Public Goods: Experiments and Explorations. DINÂMIA'CET-IUL, 2003. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2003.30.

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Gillison, Fiona, Bas Verplanken, Julie Barnett, Tania Griffin, and Liam Beasley. A rapid evidence review of the Psychology of Food Choice. Food Standards Agency, March 2022. http://dx.doi.org/10.46756/sci.fsa.blc589.

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This literature review aimed to provide insight into the situational, social, emotional and psychological roles of food and how variation among them influence buying and eating decisions. The report aims to respond to the following questions: What are the key psychological processes that we should consider when thinking about our food choices? What characteristics of a person, place or product can influence these processes? What approaches to influence food choice have been tried and found effective – and what is the psychology behind them? Which approaches to promoting positive food choices show the greatest promise? ‘Positive choices’ in this case infer those leading to better health or sustainability. How have inequalities been incorporated into research, and where is greater consideration needed? A scoping review of systematic reviews between 2016 and 2021 was conducted, with 39 reviews retrieved and used as primary evidence on which this report is based.
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Rudolph, Brian. The Story and Magic of Social Engineering: Cybersecurity at the Intersection of Narrative and Psychology. Ames (Iowa): Iowa State University, August 2023. http://dx.doi.org/10.31274/cc-20240624-1493.

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Daniellou, François, Marcel Simard, and Ivan Boissières. Human and organizational factors of safety: a state of the art. Fondation pour une culture de sécurité industrielle, January 2011. http://dx.doi.org/10.57071/429dze.

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This document provides a state of the art of knowledge concerning the human and organizational factors of industrial safety. It shows that integrating human factors in safety policy and practice requires that new knowledge from the social sciences (in particular ergonomics, psychology and sociology) be taken on board and linked to operational concerns.
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Rheinberger, Christoph, and Nicolas Treich. Catastrophe aversion: social attitudes towards common fates. Fondation pour une culture de sécurité industrielle, June 2016. http://dx.doi.org/10.57071/882rpq.

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In light of climate change and other existential threats, policy commentators sometimes suggest that society should be more concerned about catastrophes. This document reflects on what is, or should be, society’s attitude toward such low-probability, high-impact events. The question underlying this analysis is how society considers (1) a major accident that leads to a large number of deaths; (2) a large number of small accidents that each kill one person, where the two situations lead to the same total number of deaths. We first explain how catastrophic risk can be conceived of as a spread in the distribution of losses, or a “more risky” distribution of risks. We then review studies from decision sciences, psychology, and behavioral economics that elicit people’s attitudes toward various social risks. This literature review finds more evidence against than in favor of catastrophe aversion. We address a number of possible behavioral explanations for these observations, then turn to social choice theory to examine how various social welfare functions handle catastrophic risk. We explain why catastrophe aversion may be in conflict with equity concerns and other-regarding preferences. Finally, we discuss current approaches to evaluate and regulate catastrophic risk, with a discussion of how it could be integrated into a benefit-cost analysis framework.
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