School Psychology International (SCHOOL PSYCHOL INT)

Publisher: SAGE Publications

Journal 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.

Current impact factor: 0.59

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 0.446

Additional details

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
    • Must link to publisher version with DOI
    • Publisher last reviewed on 29/07/2015
  • Classification
    ​ green

Publications in this journal

  • School Psychology International 09/2015; DOI:10.1177/0143034315605421
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    ABSTRACT: This study provides valuable information regarding the characteristics, training, roles, activities, preferences, research interests and challenges reported by 803 Portuguese educational psychologists. The study includes responses to the International School Psychology Survey (ISPS) from educational psychologists across various regions of Portugal. The information gathered through the implementation of the International School Psychology Survey (ISPS) allowed us to conclude that they had one of the highest levels of experience and of discrepancy in gender (favoring female psychologists), when compared with findings from ISPS surveys in other countries. They come from different backgrounds and with different training within psychology and have an increasing higher school psychologist/children ratio. The greatest proportion of their work involved counseling students, psychoeducational evaluations and vocational guidance. The greatest current challenges or threats to the profession in Portugal were the absence of appropriate psychological assessment instruments, conflicts of leadership within the profession, lack of adequate supervision, lack of funds to properly fund services, lack of career prospects, and the low status of school psychology.
    School Psychology International 09/2015; DOI:10.1177/0143034315605422
  • School Psychology International 09/2015; DOI:10.1177/0143034315602525
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    ABSTRACT: Future time perspective (FTP) has been associated with positive outcomes in adolescents’ development across different contexts. However, the extension to which FTP influences adaptation needs additional understanding. In this study, we analyzed the relationship between FTP and adolescents’ behavior in school, as expressed in several indicators of achievement, social integration, and overall satisfaction. We also considered the mediating role of FTP in the association between socioeconomic status, defined by parental education, and adolescents’ behavior in school. The sample consisted of 349 Portuguese adolescents, ranging in age from 14 to 18 years. We used a self-report measure of FTP and a school life survey. Regression analyses and bootstrapping procedures revealed that FTP was a significant predictor of school adaptation and a mediator of parental education influence on several adaptation variables. We discussed the results regarding the broader role of FTP in adaptive behavior as well as the importance of school counseling services aimed at fostering adolescents’ FTP.
    School Psychology International 08/2015; 36(5). DOI:10.1177/0143034315601167
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    ABSTRACT: This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced in learning (academic emotions), and their grade point averages. Path analysis indicated that academic emotions mediated the relation between school belonging and academic achievement. Students with a greater sense of school belonging experienced more positive emotions (both activating and deactivating) and less negative deactivating emotions, which in turn contributed to their academic success. A sense of being rejected in school can affect academic achievement negatively through facilitating negative deactivating emotions and inhibiting positive deactivating emotions.
    School Psychology International 08/2015; 36(4):393-409. DOI:10.1177/0143034315589649
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    ABSTRACT: School psychologists often have the opportunity to work with students and families from varied backgrounds and cultures. While this can be an exciting and enriching part of the job, it can also be daunting for some practitioners, particularly those who are inadequately prepared. A number of strategies have been implemented in school psychology training programs to improve students’ intercultural competency. This exploratory study investigated the results of one university’s short-term study abroad program for school psychology graduate students. Pre- and post- intercultural development assessments were given to school psychology graduate students who completed a course abroad; results were compared to students who took the same course on campus in the United States. Findings indicated that there was no measurable growth in intercultural competence in either group. Implications for school psychology training programs, suggestions for future research, and ways to improve intercultural competency among school psychologists are discussed.
    School Psychology International 08/2015; 36(4):375-392. DOI:10.1177/0143034315592664
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    ABSTRACT: The lack of cultural diversity among practitioners and trainers in the field of school psychology has been recognized as a longstanding problem. In particular, individuals from racial, ethnic, and linguistic minority and international backgrounds often encounter a range of barriers to pursuing graduate study in school psychology. Given the urgent need to increase diversity among school psychologists, faculty and institutions must take proactive measures to deconstruct these barriers and to support the success of all students. This article outlines a multilevel framework for recruiting and supporting graduate students from culturally diverse backgrounds in school psychology programs. Within this framework, research-based strategies are presented at the primary, secondary, and tertiary levels of support. Moreover, considerations for assessing program and student outcomes are discussed, and applications to school psychology programs internationally are considered.
    School Psychology International 08/2015; 36(4):339-357. DOI:10.1177/0143034315592270
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    ABSTRACT: Although research on cyberbullying and cyber aggression is growing, little attention has been given to examinations of these behaviors among adolescents in Asian countries, particularly in India. The present study examined the relationships among cyber aggression involvement and cultural values (i.e. individualism, collectivism), along with peer attachment as a moderator in these associations, while controlling for gender and face-to-face aggression involvement. Participants were 480 adolescents (ages 13- to 15-years-old) from India. Findings revealed that individualism and collectivism were related positively to peer attachment. In addition, individualism was associated positively with cyber aggression perpetration and cyber victimization, whereas these relationships were negative for collectivism. Peer attachment was related negatively to cyber aggression involvement. At lower levels of peer attachment, the association between cyber aggression perpetration and individualism was stronger. In contrast, the relationships between cyber aggression involvement (i.e. perpetration, victimization) and collectivism were more negative at higher levels of peer attachment. These results are discussed in the context of cultural values and peer attachment, and recommendations are given for future research and for school personnel in India.
    School Psychology International 08/2015; 36(4). DOI:10.1177/0143034315584696
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    ABSTRACT: The purpose of this study was to explore significant variables predicting adolescent suicidal attempts. Socio-environmental variables such as gender, school record, school grade, school adaptation, and family intimacy together with intra-individual variables including depression, anxiety, delinquency, stress, and self-esteem were considered as candidates. Data from 1481 adolescents were collected from Korea National Youth Policy Institute. For statistical analyses, hierarchical logistic regression analysis was performed. Results of hierarchical logistic regression analysis showed that gender, school grade, depression, delinquent, stress, and family intimacy were significant predictors of suicidal attempts of adolescents. Among those, the most powerful predictor was depression, and the second was delinquency. Classification accuracy by the model of our study was 87.6%. Implications and limitations of present study and suggestions for future study were discussed.
    School Psychology International 07/2015; 36(4). DOI:10.1177/0143034315592755
  • School Psychology International 07/2015; DOI:10.1177/0143034315592754
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    ABSTRACT: Treatment acceptability (TA) is critical when selecting and implementing an intervention, as TA is associated with treatment outcomes. The significance of TA is reflected in school psychology models for services that state that school psychologists should address TA during development, implementation, and evaluation of interventions. However, the understanding of TA as it pertains to issues relevant to school psychologists is limited by the lack of analyses of the reporting of TA in intervention research. This study addresses this topic, as it represents a content analysis of intervention research published in six peer-reviewed journals in the field of school psychology from 2005-2014; the search yielded 2,343 articles, of which 243 were intervention research articles that included children as target samples. Overall results suggest low assessment or monitoring of TA in school psychology intervention research. Implications for practice and future research are discussed.
    School Psychology International 05/2015; 36(3). DOI:10.1177/0143034315574153
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    ABSTRACT: The Social Skills Improvement System (SSIS; Gresham & Elliott, 2008) is a multiple stage, broadband system for assessing and intervening with children in preschool through 12th grade originally normed in the USA. Two of the assessment components of this system were analysed: (a) the Performance Screening Guides (PSGs); and (b) the Rating Scales (RSs). Australian teachers in Ipswich (N = 15) and South Brisbane (N = 30) rated their elementary school students with the SSIS. This study’s objective was to compare the psychometric properties of an Australian sample of students to the US-based normative sample to determine the transferability of the measure among English speaking populations. Internal consistency reliability was good for both samples across both measures. Correlations between PSGs and RSs domains were similar within the two countries. Conditional probability analyses indicated the PSGs work as the first stage of a multiple gating procedure. Overall, the psychometric data, based on a sample of Australian students, demonstrated similar results to the large US-based normative sample, suggesting that the reliability of scores and the validity of ensuing inferences for the SSIS measures are generalizable for child assessment purposes.
    School Psychology International 05/2015; 36(3). DOI:10.1177/0143034315574767
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    ABSTRACT: With China’s rapidly developing economy and increasing urbanization, many adults from rural areas migrate to urban areas for better paid jobs. A side effect of this migration is that parents frequently leave their children behind (left-behind children). This research investigated left-behind children’s and non-left-behind children’s psychological, behavioral, and educational functioning. Survey participants included 1,708 adolescents (54.8% female; mean age = 15.03 ± 1.93 years) from rural areas in Central China. Additionally, 32 left-behind children and 32 head teachers were interviewed. Data indicated that in comparison to non-left-behind children, left-behind children were at a disadvantage in regard to emotional adjustment (i.e. lower life satisfaction, lower self-esteem, and higher depression), but fared better in educational adjustment (greater school engagement). Mitigating factors which positively influenced outcomes of certain subgroups of left-behind children included the presence of one parent, increased parental contact, and shorter length of time since parental migration. Information gathered from interviews with LBC also indicated adverse effects of parent absence on children’s development. Teachers identified education measures and support offered to left-behind children and reported difficulties in communicating with parents. Based on this study’s findings, and considering the perspective of educators, implications for school-based interventions are explored.
    School Psychology International 05/2015; 36(3). DOI:10.1177/0143034314566669
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    ABSTRACT: This study examined how psychosocial conditions at school are associated with prosocial behaviour, a key indicator of positive mental health. Participants were 3,652 Swedish Grade 9 students from the Health Behaviour in School-aged Children study. Structural equation modelling demonstrated that students who experience more manageable school demands and greater social support from teachers and classmates are more likely to display caring, sharing, and cooperative behaviours. However, those that feel acutely stressed, particularly girls, also reported greater prosocial behaviour. Teacher support played a greater role in girls' prosocial behaviour and perceptions of school demands than boys'. The findings extend knowledge of the importance of psychosocial work conditions for adolescent health to positive mental health.
    School Psychology International 05/2015; 36(3). DOI:10.1177/0143034315573350