School Psychology International (SCHOOL PSYCHOL INT )

Publisher: SAGE Publications

Description

School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer.

  • Impact factor
    0.00
  • 5-year impact
    1.77
  • Cited half-life
    5.80
  • Immediacy index
    1.32
  • Eigenfactor
    0.00
  • Article influence
    0.27
  • Website
    School Psychology International website
  • Other titles
    School psychology international (Online)
  • ISSN
    0143-0343
  • OCLC
    41552163
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

SAGE Publications

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors retain copyright
    • Pre-print on any website
    • Author's post-print on author's personal website, departmental website, institutional website or institutional repository
    • On other repositories including PubMed Central after 12 months embargo
    • Publisher copyright and source must be acknowledged
    • Publisher's version/PDF cannot be used
    • Post-print version with changes from referees comments can be used
    • "as published" final version with layout and copy-editing changes cannot be archived but can be used on secure institutional intranet
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Currently, many societies are placing a greater onus on academic achievement–resulting in higher levels of stress being observed among adolescent students. Stress can have detrimental repercussions on adolescents’ health and is also associated with anxiety and depression. However, since less is known about how high stress levels affect school engagement, this study examined the interplay of perceived stress and school engagement in a large sample of seventh and eighth grade students (N=1088; MAge=13.7) in secondary schools in Brandenburg, Germany. Based on self-determination theory (SDT), this study also examined if perceived autonomy, relatedness, and competence mediated the association between stress and school engagement in order to identifypossible strategies for intervention and prevention. Latent structural equation modeling (SEM) was used to test for the associations between stress, self-determination, and school engagement. Results showed that self-determination acted as a full mediator in the negative association between stress and school engagement. These results suggest that supporting students’ basic psychological needs for autonomy, relatedness, and competence could be an effective starting point for prevention and intervention of stress and its negative association with school engagement. Consequently, SDT has strong implications for both school psychologists as well as teachers.
    School Psychology International 07/2014; 35(4):405-420.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article reports findings from the Pathways to Resilience study, South Africa. Rooted in a social ecological understanding of resilience, this mixed-methods study investigated resilience processes of black South African youths from poverty-stricken, rural contexts. School-attending youths (n ¼ 951) completed the Pathways to Resilience Youth Measure (PRYM), which included one resilience measure and two school experience measures. Independent sample t-tests showed that youth reporting agency-supportive school environments (n ¼ 137) had significantly higher resilience scores than youth with opposite experiences (n ¼ 330; t(465) ¼ �15.379, p ¼ 0.000). Likewise, youths reporting school staff respect (n ¼ 171) recorded significantly higher resilience scores than youth who experienced disrespect (n ¼ 277; t(446) ¼ �14.518, p ¼ 0.000). Subsequently, 130 resilient youths participated in focus groups and/or visual participatory activities to further explore their pathways to resilience. An inductive content analysis of these data illustrated that teacher-facilitated youth agency, aspirations for higher education and employment, and coping with neglect and cruelty, supported resilience processes. Overall, findings suggest that when schooling experiences are supportive of child rights, resilience processes are promoted. This conclusion urges school psychologists and school communities toward transactional practices that support positive youth development in child rights-centred ways.
    School Psychology International 04/2014; 35(3):253–265.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article examines procedures and processes that result in the over-referral of migrant students to separate special education programmes and, as a consequence, their exclusion from general education. The particular focus is on the role of the school psychologist in this process. The empirical study is a comparison of Swiss teachers and school psychologists responses to the paper case of a boy with behavioural and learning difficulties whose name and ethnicity was varied so that one version identified him as from an ethnically mainstream, Swiss German background and the other as a migrant and foreign first language speaker. The results show that, compared with teachers, school psychologists’ assessments and choice of interventions demonstrated less cultural bias and higher levels of intercultural competence. These findings support the call that school psychologists have a vital role to play in the reduction of discrimination against migrant students and in the implementation of a more inclusive and equitable education system.
    School Psychology International 02/2014; online first.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study compares school-related associations in depressive symptoms among chil- dren aged between 9–13 years from four schools in Finland and Norway. A total of 523 pupils participated in the cross-sectional survey. The connections between depressive symptoms and school factors were analysed using hierarchical regression analyses. School variables were self-perceived peer victimization, teacher and peer social sup- port, school performance, and teachers’ reports on competence in core subjects; these variables explain 30% of the variance of the children’s depressive symptoms in Norway and 26% in Finland beyond that afforded by differences in the background characteristics and protective factors in the family. A trend was found in the Norwegian data which showed that poor relationships at school are connected more strongly with depressive symptoms than poor school performance, but the Finnish data did not confirm this. The results support the importance of taking various school factors into account with chil- dren suffering depressive symptoms, and not merely a dysfunctional domestic situation. The implications for school psychology practice are also discussed.
    School Psychology International 11/2013;
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    ABSTRACT: Academic buoyancy has been defined as a capacity to overcome setbacks, challenges, and difficulties that are part of everyday academic life. Academic resilience has been defined as a capacity to overcome acute and/or chronic adversity that is seen as a major threat to a student’s educational development. This study is the first to examine the extent to which (a) academic buoyancy and academic resilience are distinct (but correlated) factors, and (b) academic buoyancy is more relevant to low-level negative outcomes (anxiety, uncertain control, failure avoidance), whereas academic resilience is more relevant to major negative outcomes (self-handicapping, disengagement). The findings, based on 918 Australian high school students from nine schools, showed that academic buoyancy and academic resilience represented distinct factors sharing approximately 35% variance. Also, academic buoyancy was more salient in negatively predicting low-level negative outcomes whereas academic resilience was more salient in negatively predicting major negative outcomes. In supplementary analyses, the effect of academic buoyancy on low-level negative outcomes tended to be direct, whereas the effect of academic buoyancy on major negative outcomes was mediated by academic resilience. Implications for practice and research are discussed.
    School Psychology International 10/2013; 34(5):488-500.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study describes the prevalence of suicide ideation in 109 Global School-based Health Surveys (GSHS) conducted from 2003–2010 representing 49 different countries and 266,694 school-attending students aged 13–15 years primarily living in developing areas of the World. Prevalence of suicide ideation varied widely among and between countries, regions, and by gender, with an overall mean prevalence of suicide ideation of 15.3%. When grouped by region, Africa had the highest percentage of participants reporting suicide ideation (19.8%). The wide variability in the prevalence of suicide ideation found in this study confirms that school psychologists and counselors must be prepared to deal with the unique needs and characteristics of the specific populations of youth they serve, as the needs are likely to vary substantially from locality to locality, and country to country.
    School Psychology International 10/2013; 34(5):540-555.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This intensive exploratory research maps the working conditions of school psychologists in the Czech Republic. An electronic questionnaire consisting of 71 questions (58 quantitative, 13 qualitative) from nine fields was used as a research tool. The respondent sample (N = 63; 53 females, 10 males) indicate that they are largely job-satisfied and there is significant statistical relationship between their job satisfaction and their acceptance by both management and teaching staff. Compared to prior years, these school psychologists appear more certain of their work identity.
    School Psychology International 10/2013; 34(5):556-565.
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    [Show abstract] [Hide abstract]
    ABSTRACT: This study examines the role of salient external factors (family, peer and school caring relations) and internal factors (goals and aspirations, problem solving and self-efficacy, empathy, and self-awareness) in protecting adolescents experiencing interpersonal problems and academic pressure from depression. A total of 1,297 eighth and ninth grade students in Shandong province of Eastern China completed self-report measures. Results of hierarchical regression analyses indicated that interpersonal problems and academic pressure predicted depression positively. Peer caring relationships, home caring relationships, goals and aspirations, problem solving and self-efficacy, and self-awareness predicted depression negatively, but empathy did so positively. The interactions of home caring relationships with interpersonal problems, peer caring relationships with academic pressure, and self-awareness with academic pressure were negatively associated with depression. The relationships between interpersonal problems and depression, and academic pressure and depression, were less apparent for adolescents who had higher levels of peer caring relationships, home caring relationships, and self-awareness. The results suggest that school psychologists and counselors should note and build upon positive strengths while providing intervention services for adolescents experiencing depression related to interpersonal problems and academic pressure.
    School Psychology International 10/2013; 34(5):501-513.
  • [Show abstract] [Hide abstract]
    ABSTRACT: We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American (N = 41) and European American (N = 49) high school students. The Native American students endorsed marginally more interdependent representation of self and marginally less trust for teachers than did the European American students. While interdependent representations of self and trust for teachers were positively related for the Native American students, neither cultural representations of self were related to trust for teachers for the European American students. However, with respect to academic performance, interdependent representations of self and trust for teachers were positively related to academic performance for the Native American students. Conversely, independent and interdependent representations of self were positively related to academic performance for the European American students, but trust for teachers was not associated with academic performance. Finally, as predicted, culturally congruent representations of self predicted academic performance. Specifically, trust for teachers and interdependent representations of self positively predicted academic performance for Native American students, whereas only independent representations of self predicted academic performance for European American students. Implications for culturally congruent models of education are discussed.
    School Psychology International 08/2013; 34(4):439-452.
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    ABSTRACT: New Zealand is considered a bi-cultural country with both the majority European and the minority/indigenous Māori cultures are supposedly given equal weight within the psyche and policies of the country. In reality, however, individuals of Māori descent tend to be over-represented in negative socio-economic and educational dimensions. A higher percentage of Māori than Europeans live in rural areas which makes the provision of services to this segment of the population even more challenging. The New Zealand government has, however, recognized its obligations to Māori citizenry and has developed a number of initiatives in an attempt to better meet the needs of Māori students and to increase the number of Māori children achieving positive educational outcomes. This article summarizes initiatives currently in place and presents information concerning Māori educational achievement and progress that has been made to bring in Māori children to a level commensurate with rates of other children.
    School Psychology International 08/2013; 34(4):428-438.