Questions related to School Psychology
Call for Book Chapters: (For Malaysian Authors Only)
I cordially invite you to join this project as author of chapter(s). The suggested topics are as follow. You’re welcome to suggest other interesting and suitable topic.
· History and Philosophy of Psychology
· Uniting our Nation
· Bias and Discrimination (Ethnic Minority)
· Reducing Crime
· Bully (School and Workplace)
· School Psychology (Instruction and Learning)
· Mental Health
· Learning disabilities
· Cyber Crime
· Psychology of Religion
· Suicide and Prevention
· Eating disorder
· Art of Parenting
· The Psychology of Migrant Workers
· Child Sexual Abuse
The expected word count is between 3,000 to 5,000 words. These guides are not meant as strict requirements. You may invite your colleagues, friends, or students to write a chapter.
Start your chapter now by emailing me at firstname.lastname@example.org. Tell me your chapter title and co-authors names (if applicable) by 30th September 2018.
Full manuscript submission : 20 Oktober 2018
For further detail you may reach me at - 016-4323453
My model is Dynamic Systems Maturity Theory and is proving normative for all types of human system - individual, organization, economy. It has just been reviewed by a university here in Ireland re. Psychological and Organization Development and and I am preparing that material for publication. It has 7 Levels, each with 2 Phases both for development and habituation in already-established patterns. It integrates models and theories from across all schools of Psychology. It has proved very insightful across a range of issues especially Culture/Mindset, but I need to show congruence with the Narrative/Dialogue paradigm. I have shown that it adds structure and process to e.g., Open Dialogue, but the Narrative analysis could be critical in terms of a key indicator of what is organising narrative, especially in the developmental context.
I would love to discuss the potential in collaborating and if you would like to discuss, please contact me at email@example.com - this is a website being developed to host and market online Organization-Development applications of the model. It has intro material but it is written for a lay audience. I hope to hear from you, Best Regards, Myles Sweeney BA (Psychol.), MBS (Finance), Ph.D (Psychol.)
Our names are Nandita Kumar and Alexandra Lawall and we are doctoral students at Pacific University in the Graduate School of Psychology, Clinical Psychology PsyD Program. We are interested in increasing our knowledge about parenting styles and the impact on children in adulthood. We also are interested in the relationship quality satisfaction in this population. Your participation would be very valuable in increasing our understanding of this issue. Please feel free to participate and/or forward this invitation to others who may be interested in participating.
If you are 18 or older, live in the U.S., have or want children, and have romantic relationship experience, we invite you to participate in our study. This IRB-approved online survey will enhance our understanding of parenting styles and how they impact people later in life. The survey should take about 15 minutes to complete.
If you have questions about this research, please contact the Principal Investigators, Nandita Kumar at firstname.lastname@example.org or Alexandra Lawall at email@example.com. You may also contact our faculty advisor Jane Tram at firstname.lastname@example.org.
Thank you for your time, interest, and participation.
Nandita Kumar, MA and Alexandra Lawall, MA
Psychology has developed to the stage of "network model" and "process-based therapy". Psychology is about to enter Newton's time. If you are really interested in psychology and want to achieve something in the future, then you should focus on the frontiers of "network model" and "process-based therapy" (PBT).
The latter, in particular, will be the future of psychology, to which all schools of psychology converge. I have written a new theory of psychology, that is, from the development of PBT, please do have a look, this is very important。
This study is part of my Masters dissertation Project at the School of Psychology and Neuroscience at the University of St. Andrews, UK. You will be asked to complete a social problem solving and response style questionnaire. Everyone who takes part will have the chance to win a £20 Amazon Voucher. Your participation would be greatly appreciated!! :)
I have found two tests that measure Procrastination: General Procrastination Scale (GP, Lay, 1986) and Adult Inventory of Procrastination (AIP, McCown and Johnson, 1989). I would like to know which one would be useful to apply in a student population? Is there any paper that about the difference between these two questionnaires? Are there other questionnaires that could be relevant?
Gery Karantzas and I are conducting a meta-analytic review of studies that have documented changes in caregiver burden over time in an older care-recipient (65+) sample.
We are looking for unpublished data or studies assessing caregiver burden in an older care-recipient (65+) sample over multiple time points, regardless of the results. We are open to any measures of caregiver burden.
We are also looking to include unpublished manuscripts, dissertations, and works currently in press/progress that involve those assessments. We would greatly appreciate if you could share any studies that fit any of the above criteria, regardless of the nature of the results.
If you would like to share unpublished research, please follow this link to enter your contact information: https://deakinsurveys.au1.qualtrics.com/jfe/form/SV_0vSHjpTZfkJcjpb
We will contact you to find out more about your research.
Daniel Romano, PhD Student
School of Psychology, Deakin University, email@example.com
I am interested in compiling information on proactive school-based interventions services to make recommendations on building complete mental wellness programs on secondary campuses.
Hi. My names is Ana Paula Soares and I´m Assistant Professor at the School of Psychology, University of Minho, Portugal. My research interests are in the domain of Psycholinguistics (see http://escola.psi.uminho.pt/unidades/psicolinguistica/index.html) and right now we are interested in developing studies on the learning mechanisms involved in language acquisition particularly in children with impaired language acquisition trajectories using the artiﬁcial grammar learning paradigm. I´m very interested in your project, particularly on the tasks you are using and on the neurophysiological markers used. Can you send me more information about it?
In spite of the increased importance of student autonomy and empowerment in the 21st century, little literature seems to be available on the topic. Relatively classical authors such as Rosseau, Dewey, Freire, Bourdieu, Foucault, Rogers, Kolb, and Knowles are useful references, and David Boud’s edited book “Developing Student Autonomy in Learning” (Kogan, 1981/1988) is helpful, but the apparent absence of contemporary research and theory on the topic is puzzling. Does anyone know of any serious work produced in the last decade?
How do the three basic psychological needs, autonomy, relatedness and competence reflect as subsitutes when the needs are frustatrated?
You can see from my published studies what theories I apply and sometimes integrate.
We are setting up a research project at the University of Innsbruck to collect experiential data on inclusion and exclusion in Austrian schools.
I am starting a project regarding the relationship between the use of simulated technology for teacher development and teachers' implementation of learned behaviors. What validated framework/theories would people recommend that we use to study related constructs. I usually use a social-cognitive framework, but I want to ensure that I am not missing a more appropriate, validated framework.
What is the effect of classroom environment on increasing the behavioral problems to those who have behavioral disorder? Does the training of the teacher effect?
Does any know recent studies and publications on student's perceptions of randomness, especially on student’s thinking on randomness and independence of sequences of successive trials?
Furthermore I am particularly interested in a review article or book on teaching probability and statistics to secondary school students, newest than “Exploring probability in School. Challenges for teaching and Learning” Edited by G.A. Jones.
Is Emotive insight a good research option to detect student's emotion and cognition during classroom experiment?
Since it has only 5 channles AF3, AF4, T7, T8, Pz, are they enough for detection? If not, what could be a more efficient device?
I am currently mapping the core curriculum of secondary school psychology in Sweden and I am looking for research or knowledgeable colleagues on the same subject in other European countries. This area of research seems to be somewhat eluding. It is well established in USA, but how about Europe? Words like education, psychology, school etc. tend to generate all kinds of search results, that are not related to the teaching and formation of the school subject psychology. All help and direction are much appreciated
I am looking for new research (2010 ahead ) to support the hypothesis that if primary school students are able to design the problem using appropriate representational system, they would be able to solve it. Since now I found few articles about the role of representations in problem solving from research conducted before 2000.
Hi. My name is Farzad Naghdali and I am a PhD student in Trinity College Dublin researching the field of Human Factors Engineering in the Process Industry. Currently I am conducting a survey aiming to collect information from industrial practitioners with respect to available standards and guidelines for Human Factors Engineering, with a particular focus on the design stage. I am looking for industrial practitioners in the process industry with experience of design projects where human factors were considered in the project to complete the survey. It is an online survey and will take less than 5 minutes to complete. Participation is voluntary and anonymous. Ethical approval for the survey has been obtained from the School of Psychology in Trinity College Dublin.
If you can spare a few minutes, I would really appreciate your input to the survey using the link below. I would also appreciate if you could share this link with any of your colleagues or contacts that you think are suitable participants.
Hello, I will be conducting a quantitative study in my school district. I have narrowed the research to those students that have behavior concerns that are impeding their academic progress. The study is in the elementary grades 3rd-5th. The student overall population is approximately 100 students per grade. Would 25 students in each grade level be sufficient? and how do I justify the population of 75 students for the study?
I am working on the development of a workshop designed to teachers about how to motivate students to study. Implicit theories of intelligence is, undoubtedly, an important topic to discuss with them! In your opinion, which variables influence motivation towards study?
I’m planning to conduct research to check if polish teachers perceive children from single-parent families as more troublesome or less competent than children from intact families. Furthermore I plan to determine what teacher’s personal characteristics (e. g. teacher’s closed-mindedness) are connected to biasing his view on children raised in single-parent families. What psychological variables (cognitive, motivational, emotional etc.) should I consider to examine in my research?
Should I think of her own good and inform her teacher/parents?
Or should I mind my own buisness as the informant wants because she is afraid of retaliationss from the perpetrators? Any tips anyone?
I am hoping to measure a child's attachment for my dissertation and want to find a concise measure to use with children. Any help would be greatly appreciated. Thank you in advance!
I want to do research on the relationship of authoritarianism and the perception of pupils among students and teachers of early school education and I am looking for a tool to measure authoritarianism. Does anyone know any tool suitable for this kind of research? thank You for suggestions.
I am looking for the best measure of bullying, victimization, and bystander experiences for elementary school children. Does anyone have suggestions? The idea is to measure instances of bullying, and then teach bystanders to get involved, which reduces bullying. The goal is to show schools that teaching bystanders assertiveness is a critical component to zero tolerance policies. Any experience with this would be helpful. Keep in mind that the age range is 8-11.
I'm working on my Honors Thesis and am currently searching for articles on how to create a classroom environment for students to feel comfortable enough to be open to criticism, i.e. being open to failure for constructive criticism and help.
I'm looking to measure test-retest reliability for a pair of cognitive assessments for children. I recently came across the article by Vaz et al. (2013) article in which they suggest using indices of absolute reliability (e.g. coefficient of repeatability (CR), smallest real difference (SRD)) over indices of relative reliability (e.g. pearson r, intraclass correlation coefficient (ICC)). Now I'm not sure which to use. I appreciate any guidance!
I'm looking to study eudaimonic happiness in secondary school settings and think its a reasonable gap in research. If you know of any publications that get into this please let me know!
In a tradition that stretches back to the famous Milgram experiment, it is clear that power and authority, as demonstrated via title, can unwittingly lead individuals to immoral acts. These are well-known in social psychology, economics, and sociology. I'm looking for citations that might indicate how teachers, administrators (K-12 or higher education) may act unjustly as a direct or associated function of their perceived professionalism (i.e., via title or perceived self-efficacy).
I am interested in the implicit association test and how it has been used or applied.
My wife and I were talking about this tonight. There are some programs that work and some that don't (and many others that haven't been evaluated). Bullying intervention is her area of research, and I'm a survey methodologist, but we were starting to wonder whether anyone has surveyed educator decisions about bullying program selection, development, and use.
Do educators tend to look for programs that are shown to be affected, or is that less important than other factors (even something as basic as costs or available time in the day)?
Is there a popularity/politics factor (e.g., a program that all the teachers like but has no empirical evidence behind it...I'm thinking of DARE here)?
Any leads to specific surveys or folks doing this specific kind of assessment of the educational practice context of bullying intervention would be greatly appreciated. Thanks in advance!
Many children, specially from disadvantaged backgrounds, maintain low self-concepts which in turn feeds back on low motivation for schooling, social interaction and achievement, self-development and self-esteem. My question goes towards, especially those out in the field who've experienced this kind of powerlessness felt by Psychologists and Teachers, that try so hard and too many times the child's context (family, neighborhood, social economical status, etc.) won't give much support to any educational intervention. What would your recommendations be?
The notion of 'personal best' drives most athletes to keep training despite the knowledge that they may never be first or best in their field. In other words, they actually maintain their effort by seeking personal improvement and thus competing with themselves. In education the description of success is nearly always in terms of comparison with others. My contention is that this view of success is counterproductive for all but the top half of the cohort and we would be better off if we described success as 'improvement through persistent effort' as an athlete does. I also contend that teachers would benefit from this paradigm shift because it better describes what we should be doing, collaborating with each individual to maximise their potential and that the current paradigm of success confuses the role by positioning us to see lower performing students as having a deficit to be repaired.
It is intended to differentiate unaffected individuals who have no or dysfunctional psychopathological frames, assessing the health or quality of life.
Bullying in various forms is quite a common scene at schools of all levels particularly among undergrad students during their earlier years of studies. Sometimes it may start as early as the first day at the school/university in the shape of ragging and may continue till the graduation day or even beyond and into a workplace.
For the victims of bullying, the time spent at university may become a long nightmare and leave a deep and permanent impact on their behaviors. For these reasons it is very important that such acts and tendencies are monitored and corrected wherever and whenever possible.
What can be some of the strategies that can help schools discourage bullying and maintain conducive environment?
I'd like to investigate the relation between pupil on task performance in classroom and their academic achievement. I found two old papers - Cobb, 1972; Michael & Davidson 1976. The both of them are not clear about the way they measured task performance though. Furthermore, Michael & Davidson partialled out the IQ. Do you think this is a good choice? In your opinion there's something else to partialled out in order to understand the relation between the two variables I choose?
And, how would you measure academic achievement (for example in Maths)?
It is hypothesized that health promoting schools may help prevent chronic diseases and improve health, well-being, and quality of life. This is a World Health Organization initiative. Is anyone researching in this area? I have not found valid reliable instruments to access this and am interested in knowing if they exist or how I can find it.
I wonder what kind of new streams in psychotheraphy are gaining prominence, and which ones have enough empirically verified effectiveness? Are there significantly novel and authentic eclectic movements? Or is it mainly the fact that the classical models are evolving (i.e. CBT, Psychodynamic, Humanistic), and preserving importance? I appreciate any contributions and references.
My thesis is looking at the impact of a learning intervention on the motivation of Key Stage 2 pupils in the UK. I will be collecting pupil report measures of their motivation, however I want to triangulate this with staff reports. Does anyone know of a short and repeatable measure which looks at this?