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Artículos de revistas sobre el tema "School psychology"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

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 (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 CA

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2

Frisby, Craig L. "Charter Schools and School Psychology." Contemporary School Psychology 24, no. 4 (2019): 362–77. http://dx.doi.org/10.1007/s40688-019-00236-1.

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3

Saksena, N. K. "School Psychology: A Positive Psychology Approach." Mind and Society 11, no. 04 (2023): 09–17. http://dx.doi.org/10.56011/mind-mri-114-20221.

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The ultimate goal of schools is to educate young people to become responsible, critically thinking citizens who can succeed in life. Understanding the factors that stimulate them to become active agents in their own learning is critical. Positive psychology is a relatively new field of psychology.Positive psychology can be used to unravel factors that facilitate a student’s sense of agency and active school engagement. Positive psychology is an emerging applied science that is just beginning to have a significant impact on schools and school-based interventi

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4

Jackson, Karen A. "School Psychology." Eye on Psi Chi Magazine 1, no. 3 (1997): 26–30. http://dx.doi.org/10.24839/0033-2569.eye1.3.26.

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5

Oakland, Thomas, and Jacqueline Cunningham. "International School Psychology Association Definition of School Psychology." School Psychology International 18, no. 3 (1997): 195–200. http://dx.doi.org/10.1177/0143034397183001.

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6

Zuhaery, Muhammad, and Badrudin Badrudin. "Enhancing Boarding School Management through Organizational Psychology Education." Al-Tanzim: Jurnal Manajemen Pendidikan Islam 7, no. 3 (2023): 1051–63. http://dx.doi.org/10.33650/al-tanzim.v7i3.5944.

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This research aims to analyze organizational psychology's role in managing Islamic boarding schools. This qualitative research identifies organizational psychology's role in Islamic boarding school management by exploring several critical psychological aspects. The data sources used are primary data sources and secondary data sources. The data collection techniques are through interviews, observation, and documentation. Data analysis was done through data reduction, display, and conclusion. The results of the research are that the role of organizational psychology in the management of the Pesa

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7

Nuna, Ruth, Macharia S, and Ngumi O. "THE PSYCHOLOGY." International Journal for Innovation Education and Research 11, no. 5 (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

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8

ISHIKUMA, Toshinori. "SCHOOL PSYCHOLOGISTS AND SCHOOL PSYCHOLOGY." Annual Report of Educational Psychology in Japan 33 (1994): 144–54. http://dx.doi.org/10.5926/arepj1962.33.0_144.

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9

Ahtola, Annarilla, and Hanna Kiiski-Mäki. "What Do Schools Need? School Professionals' Perceptions of School Psychology." International Journal of School & Educational Psychology 2, no. 2 (2014): 95–105. http://dx.doi.org/10.1080/21683603.2013.876952.

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10

Keith, Kenneth D., Elizabeth Yost Hammer, Charles T. Blair-Broeker, and Randal M. Ernst. "High School Psychology." Teaching of Psychology 40, no. 4 (2013): 311–17. http://dx.doi.org/10.1177/0098628313501044.

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11

邵, 杉杉. "Reframing School Psychology." Advances in Psychology 09, no. 07 (2019): 1240–45. http://dx.doi.org/10.12677/ap.2019.97152.

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12

Nixon, Mary. "School Psychology Today." School Psychology International 13, no. 2 (1992): 131–35. http://dx.doi.org/10.1177/0143034392132002.

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13

Le Thuc Anh. "Developing a School Counseling Competency Framework for Primary School Teachers." Tuijin Jishu/Journal of Propulsion Technology 45, no. 01 (2024): 1222–29. http://dx.doi.org/10.52783/tjjpt.v45.i01.4189.

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The school counseling competency framework is a tool to develop teachers doing the school psychology counseling work in primary schools, which is extremely necessary, especially when schools in Vietnam are currently not having the official title for that job. The article proposes a framework of school counseling competency for primary school teachers with 5 elements rated at levels 1,2,3 including: 1/ Teachers' cognitive competency of psychology counseling activities for primary school students. 2/ Ability to understand the physiological characteristics of primary school students and the diffi

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14

Lichtenberg, James W., and Rodney K. Goodyear. "Back to School for Counseling Psychology?" Counseling Psychologist 32, no. 2 (2004): 286–91. http://dx.doi.org/10.1177/0011000003261367.

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Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology’s graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology’s embracing school counseling as a partner, as well as the feasibility of the proposed partnershi

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15

Skinner, Christopher H., Sheri L. Robinson, Carla S. Brown, and Gary L. Cates. "Female Publication Patterns in School Psychology Review, Journal of School Psychology, and School Psychology Quarterly from 1985–1994." School Psychology Review 28, no. 1 (1999): 76–83. http://dx.doi.org/10.1080/02796015.1999.12085949.

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16

Furman, Anton. "School psychologists and school reform: challenges and opportunities." Psicologia Escolar e Educacional 3, no. 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.

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School Psychology is a system of psychological services for schools and a distinctive discipline within psychological sciences. Slovak and Czech Republics educational context are used in order to understand school Psychology within a system of education. Change of the political and economic system present reflections in the status of the school ofthe preparation of school psychologists in order to solve educational needs and problems.

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17

Waters, Lea. "A Review of School-Based Positive Psychology Interventions." Australian Educational and Developmental Psychologist 28, no. 2 (2011): 75–90. http://dx.doi.org/10.1375/aedp.28.2.75.

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The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that

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18

Gysbers, Norman C. "Counseling Psychology and School Counseling Partnership." Counseling Psychologist 32, no. 2 (2004): 245–52. http://dx.doi.org/10.1177/0011000003261355.

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This article focuses on why possible partnerships between counseling psychology and school counseling may be overlooked or underutilized. One reason may be a lack of awareness. Then,attention is given to some challenges faced by school counselors as they carry out their work in the schools. Finally, suggestions are offered that can lead to forging strong partnerships that could assist school counselors to respond to the challenges they face and be more effective in their work.

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19

Bentea, Cristina Corina. "POSITIVE PSYCHOLOGY IN SCHOOL – A BRIEF OVERVIEW." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, no. 2 (2018): 262–68. http://dx.doi.org/10.26520/mcdsare.2018.2.262-268.

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20

Griggs, Richard A., Sherri L. Jackson, and Merle E. Meyer. "High School and College Psychology: Two Different Worlds." Teaching of Psychology 16, no. 3 (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 co

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21

Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (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 a

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22

Alpert, Judith L., and Jane Close Conoley. "Mainstreaming psychology of women with school psychology." Professional School Psychology 3, no. 1 (1988): 1–2. http://dx.doi.org/10.1037/h0090641.

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23

Rosenfield, Sylvia. "Giving School Psychology Away." Contemporary Psychology: A Journal of Reviews 35, no. 8 (1990): 792–93. http://dx.doi.org/10.1037/028948.

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24

Huebner, E. Scott, and Lane B. Mills. "Burnout in School Psychology." Special Services in the Schools 8, no. 2 (1994): 53–67. http://dx.doi.org/10.1300/j008v08n02_04.

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25

Mureika, Juanita. "New Brunswick School Psychology." Canadian Journal of School Psychology 16, no. 2 (2001): 25–27. http://dx.doi.org/10.1177/082957350101600205.

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26

Jordan, Jason J., Yvonne L. Hindes, and Donald H. Saklofske. "School Psychology in Canada." Canadian Journal of School Psychology 24, no. 3 (2009): 245–64. http://dx.doi.org/10.1177/0829573509338614.

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27

Fagan, Thomas K. "School Psychology: Where Next." Canadian Journal of School Psychology 5, no. 1 (1989): 1–7. http://dx.doi.org/10.1177/082957358900500101.

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28

Oakland, Thomas D. "Professionalism within school psychology." Professional School Psychology 1, no. 1 (1986): 9–27. http://dx.doi.org/10.1037/h0090496.

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29

Barbanel, Laura. "Psychoanalysis and school psychology." Psychoanalytic Psychology 11, no. 2 (1994): 275–83. http://dx.doi.org/10.1037/h0079544.

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30

Ritchie, Martin H. "School psychology in Australia." Journal of School Psychology 23, no. 1 (1985): 13–18. http://dx.doi.org/10.1016/0022-4405(85)90030-5.

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31

Nikolopoulou, Allina. "School psychology in Greece." Journal of School Psychology 24, no. 4 (1986): 325–33. http://dx.doi.org/10.1016/0022-4405(86)90020-8.

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32

Gutkin, Terry B. "Advances in school psychology." Journal of School Psychology 24, no. 1 (1986): 94–95. http://dx.doi.org/10.1016/0022-4405(86)90051-8.

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33

Wechsler, Solange, and Denise Cristina Gomes. "School psychology in Brazil." Journal of School Psychology 24, no. 3 (1986): 221–27. http://dx.doi.org/10.1016/0022-4405(86)90055-5.

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34

Poulsen, Anders. "School psychology in Denmark." Journal of School Psychology 25, no. 3 (1987): 223–33. http://dx.doi.org/10.1016/0022-4405(87)90074-4.

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35

Conochie, Douglas. "School psychology in Scotland." Journal of School Psychology 25, no. 3 (1987): 235–45. http://dx.doi.org/10.1016/0022-4405(87)90075-6.

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36

Danquah, Samuel A. "School psychology in Ghana." Journal of School Psychology 25, no. 3 (1987): 247–53. http://dx.doi.org/10.1016/0022-4405(87)90076-8.

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37

Boonruangrutana, Samreng. "School psychology in Thailand." Journal of School Psychology 25, no. 3 (1987): 277–80. http://dx.doi.org/10.1016/0022-4405(87)90079-3.

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38

Egides, A. "The School Psychology Service." Russian Education & Society 38, no. 7 (1996): 60–70. http://dx.doi.org/10.2753/res1060-9393380760.

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39

Theodore, Lea A., Melissa A. Bray, Thomas J. Kehle, and Richard J. Dioguardi. "School Psychology in Greece." School Psychology International 23, no. 2 (2002): 148–54. http://dx.doi.org/10.1177/0143034302023002741.

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40

Jimerson, Shane R., Mohammad Adnan Alghorani, Abdel-Hameed Darweish, and Mahmoud Abdelaziz. "School Psychology in Egypt." School Psychology International 31, no. 3 (2010): 219–28. http://dx.doi.org/10.1177/0143034310366413.

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41

Kaplan, Marvin S., and Michael Schnur. "School Psychology in Israel." School Psychology International 6, no. 2 (1985): 95–100. http://dx.doi.org/10.1177/0143034385062006.

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42

van Kolck, Odette Lourencao, and Celia Guimaraes Barros. "School Psychology in Brazil." School Psychology International 6, no. 3 (1985): 145–50. http://dx.doi.org/10.1177/0143034385063004.

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43

Hines, Donald P., and Pia N. Niel. "School Psychology in Micronesia." School Psychology International 7, no. 2 (1986): 98–100. http://dx.doi.org/10.1177/0143034386072007.

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44

Befring, Edvard. "School Psychology in Norway." School Psychology International 8, no. 1 (1987): 48–53. http://dx.doi.org/10.1177/014303438700800106.

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45

Vucic, Lidija. "School Psychology in Yugoslavia." School Psychology International 8, no. 2-3 (1987): 159–65. http://dx.doi.org/10.1177/0143034387082013.

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46

Nikolopoulou, Allina K., and Thomas Oakland. "School Psychology in Greece." School Psychology International 11, no. 2 (1990): 147–54. http://dx.doi.org/10.1177/0143034390112009.

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47

Oakland, Thomas, and Solange Wechsler. "School Psychology in Brazil." School Psychology International 11, no. 4 (1990): 287–93. http://dx.doi.org/10.1177/0143034390114006.

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48

Oakland, Thomas, Nusia Feldman, and Carmen Leon De Viloriac. "School Psychology in Venezuela." School Psychology International 16, no. 1 (1995): 29–42. http://dx.doi.org/10.1177/0143034395161003.

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49

Kikas, Eve. "School Psychology in Estonia." School Psychology International 20, no. 4 (1999): 352–64. http://dx.doi.org/10.1177/0143034399204003.

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50

Coll, César. "School and Educational Psychology." Applied Psychology 43, no. 2 (1994): 175–91. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00818.x.

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