School Psychology - Science topic

Families should monitor the academic status of students and schools should monitor the mental and physical status of students from the family in addition to the academic status. And for the complete health of students, these two factors must have a mutual and proper relationship with each other.

Dear Dr. Calleta Gwatiringa

Thank you for your interest.Please kindly check your RG inbox.

Best,

I am interested in contributing a chapter on mental health

Apreciado Myles Sweeney .

Muy interesante tu modelo, en relación a RACIMO no es para comercializar sin considerar el proceso de su implementación.

Estaré valorando tu propuesta

I would truly like to see the findings from your survey. I found this very interesting. Thank you for your consideration.

My English is very poor, that's all I can talk about.Thank you for your discussing, have a nice day.

Will be a part of your study.

Gud Luck!!!

Wishes,

Sam

You can use Procrastination Scale (Lay, 1986) - for Student population

I'm attaching the link below:-

Hello Daniel,

Are these of any help?:

Mosquera, I., Vergara, I., Larranaga, I., Machon, M., Del Ri­o, M., & Calderon, C. (2016). Measuring the impact of informal elderly caregiving: a systematic review of tools. Quality of Life Research, 25(5), 1059-1092. (accents missing; please check)

Oldenkamp, M., Hagedoorn, M., Wittek, R., Stolk, R., & Smidt, N. (2017). The impact of older person's frailty on the care-related quality of life of their informal caregiver over time: results from the TOPICS-MDS project. Quality of Life Research, 1-12.

Very best wishes with your PhD,

Mary

I have some stuff you could check out, also check out Mark Weiss, Dawn Anderson-Butcher, and Howard Adelman and Linda Taylor. Hope you find what you need.

RJW

Hi Ana. We are studying small animal phobias. Basically, in the first stage of the project we expose the subjects to phobic and non phobic stimulus (videos or virtual reality of cockoroaches, lizards or spiders) in the magnetic resonance machine (two groups phobic and non phobic subjects). In a second phase we apply a cognitve-behavioral therapy program to the phobic persons, after which they are exposed again to phobic and non phobic stimulus in the machine. We hope to publish a paper shortly with the first outcomes. Best regards

Hello,

Forward a contribution and I hope to be useful. My best regards!

Than you, Janet!

Dear Stephy, 

these papers may benefit you: 

As a clinical psychologist, I've been an integrationist. Depending on my clients' problems/issues, needs and strengths, I've applied systems theories (e.g., Cybernetics of Cybernetics) plus the humanistic theories of Carl Rogers, Virginia Satir, and Viktor Frankl, cognitive-behavioral skills, and James Masterson's object-relations therapy to conceptualize cases and plan and implement treatment.

Over the past decade, I've realized the importance of integrating the client's spirituality/religion with his/her psychotherapy; with my client's informed consent, I have incorporated spirituality/religion into treatment.

Dear Tanja,

Wonderful study that I really hope I would be able to read when it has been thoroughly completed.

البيئة الصفية تعتبر من المثيرات الهامة التي تؤثر في سلوك الطلبة بشكل عام، والطلبة الذين يعانون من اضطرابات سلوكية بشكل خاص، لذلدك وعند التعامل مع هذه الفئة لا بد ان نهتم بترتيب البيئة الصفية وجعلها خالية من المثيرات التي قد تستدعي تصرفات وسلوكات غير مرغوبة، ويجب ان لا نغفل ان البيئة الصفية لا تشمل فقط المكان بما فيه من اثاث وادوات، بل يجب الاخذ بعين الاعتبار ايضا البيئة الاجتماعية والنفسية للصف، وعلاقة الطفل بمدرسيه وزملائه، لذلك يجب ان نأخذ البيئة الصفية بمعناها العام الشامل

امنيات التوفيق

Hello

We work from projects for the teaching of statistics and maybe I can serve maria vega research on their results

Chema greetings

Thank you for your reply Mr.Oddson,

I think you are right, I tired searching for some papers that cited it in research work but I have not found any. In their website they mentioned that its designed for everyday use. Perhaps it is not useful for research work. 

Your question is quite broad so it's difficult to know what would be most helpful to you. The Organisation for Economic Cooperation and Development (along with the World Bank and UNESCO) have had some interest in early care and education programs and may be places to look.

The transnational circulation of early childhood development as a part of international development efforts has also been critiqued. The second link is from Lata Rana at the New Zealand Tertiary College. The final link is something a colleague and I wrote that relates to Rana's article.

I also highly recommend Karen Wells's work (she has a Research Gate profile).

Regards,

Mark

The provincially-mandated Ontario Curriculum has a course called "Introduction to Anthropology, Psychology, and Sociology". You might find that interesting and useful - it appears in this curriculum policy document: 

Dear George,

We might find potential values continuing the research on the role of representations in problem solving. All mathematics educators agree that problem solving is a very important, if not the most important goal, of mathematics instruction at every level.

(National Council of Teachers of Mathematics, 1980, p. 1).   In assisting students to become better problem solvers we suggest  contextualizing concepts by using concrete examples. What examples ? if  our students attempt to solve problems and they aren't able to make a  graphical representation of the problem then  we can understand exactly where in the  change from one representational register to another, they fail.

Regards

Zoi

Hello,

I have a background in in HCI / ergonomics but currently work as a researcher, not in industry. Please feel fee to contact me if you are interested in that particular target group as well.

As suggested by Saleh FA, use power analysis to get tour sample size.

Ana: I'll briefly summarize the empirical findings during 35 years of teaching at the undergraduate and graduate levels (and a brief experience teaching high school level), in the area of social sciences and humanities. What has given me the best results regarding student motivation is to set up a structure where independent study is required to pass the course, thus providing the external motivation needed by some students. To enhance innate internal motivation, what has worked is to give students freedom to design their research projects, selecting subject matter that is of particular interest to each student, and offering individual support throughout the project (some students are less autonomous than others and will take advantage of this offer). For the oral/multimedia presentation of the results, I show each group how to organize a classroom congress and give the organizing committee freedom to determine its nature and scope. Students love to create their own games, since they spend most of their time working within structures imposed by a rigid academic institution. On rare occasions they have quarreled, but this is not undesirable, since conflict resolution is a skill we all need to learn and improve. Three times over the last decade, my former undergraduate students have gone on to organize institutional, regional or national congresses in their fields, obtaining grants to achieve their goals, outside the structure of formal classes. I believe that these experiences are far more valuable than the usual classroom experiences.

I am unsure if you have looked into Bordieu's work. It may be relevant or give you some ideas. Aside from that, openness, as a Jelena mentioned. I suppose what would be ideal is a single measure for traits, and a single measure of perception. You may have to invent the latter. 

http://www.sciencedirect.com/science/article/pii/S0304422X03000342 

Thanks Natalie. I'll look forward to reading your article. As I have observed, speech therapists have been a whole lot more receptive to DA than my fellow school psychologists. My next question, I guess, should be how we get these folks on board, to loosen their grip on their IQ tests?! I think the support of use of video training is important.

If you are doing research with children / young people then you should have a child protection / safeguarding policy which sets out what you would do in this kind of situation? You should have a supervisor / manager who you would discuss this with in the first instance and decide how to proceed with their advice.

The Attachment Q-Sort (Waters & Dean, 1985) and the Main-Cassidy-System (Main & Cassidy, 1988) are two observation based procedures for children until early school age. Maybe they are suitable as well for the age your aiming at. But I must admit that the Main-Cassidy-System as in some way similar to the Strange-Situation (but easier to administer and fitting for the higher age).

The 30-item Right-Wing Authoritarianism Scale (RWAS) is widely used to measure authoritarianism (Altemeyer, 1998). The scale measures a social attitude dimension that incorporates conventionalism, authoritarian aggression, and authoritarian submission. There is also a 15-item short form of the measure available (Zakrisson, 2005). The scale is often used in combination with a measure of social dominance orientation (SDO; the degree to which a person generally supports a system of group based hierarchy), and together they have been found to be strong predictors of various forms of prejudice, ethnocentrism, and homophobia. You might be particularly interested in a study by Cross et al. (2010), which examined RWA and SDO in a sample of supporters of gifted education (researchers, teachers, gifted-talented trainers). 

Altemeyer, B. (1998). The other “authoritarian personality”. Advances in Experimental Social Psychology, 30, 47-92.

Cross, J. R., et al. (2010). Maximizing student potential versus building community: An exploration of right-wing authoritarianism, social dominance orientation, and preferred practice among supporters of gifted education. Roeper Review, 32, 235-248.

Zakrisson, I. (2005). Construction of a short version of the Right-Wing Authoritarianism (RWA) scale. Personality and Individual Differences, 39, 863–872.

Have used versions of the Olweus Bully / Victim Questionnaire myself; certainly good for international comparisons. 

Hi Alexander,

There's a very readable article by Keith Topping on this topic which is grounded in classroom experience:

When attempting to measure reliability of a tool which is related to a social science, using same tool (cognitive assessment tool) by same rater and measured twice on same group of children with a short time space window btween test-retest , it is cronbach alfa. Higher the coefficient , greater reliability. If your are using same tool, by two raters and same group of subjects it is kappa agreement.  If the time between the test and retest is wide and you suspect some variables may have influenced the cognitive outcome it becomes a dependent group test, paired t-test if outcome is continuoas

See my article about the arts, education and well being. I claim that first there is a change in discourse and negoation of the meanings involved. Gradually, the words turn to action and someday eudaimonia might be an important recognised part of education.

Hi Scott,

You may need to clarify your comments - I don't think that you should include the word professionalism with the notion of immorality. Teachers can act with power and authority and still be professional (if that power or authority comes from best practice). Likewise, they can act from the power and authority invested in the role; however, I would argue that if they do so that this is actually unprofessional. 

I think your research is very important as, in my experience, their are many educators, across all branches of education who expect that students will respect them in the role of teacher instead of earning that respect by being a professional. You might also consider the institutional depowering of teachers by mandatory legislation including WH&S, National Curriculums, Benchmarking etc. I am not arguing per se that these are negative, but they do carry institutional authority which may be at odds with teacher professionalism. Hope this promotes some further thoughts. Cheers, Kevin.

IAT or the concept of implicit association in general is used in educational research, e.g. when meassuring the impact of stereotyping on teacher judgements. have a look at the more sophisticated "Sample-paired feature task" (SPF) of Bar-Anan et al.

Bar-Anan, Y., Nosek, B. A. & Vianello, M. (2009). The sorting paired features task: a measure of association strengths. Experimental Psychology, 56 (5), 329.

e.g. this poster for the connection to educational research:

Thanks everyone for the suggestions!

I am pretty well-versed on the intervention/ efficacy literature. What I am looking for is information on how school administrators, counselors, etc. decide what intervention/prevention programs they will use for their school.  What is the process and what criteria are used to choose a program?

For example, some schools that I have worked with are part of a state-wide effort to change school climate, spear-headed by the state's department of education (Maryland), whereas some schools the school counselor or principal is in charge of coming up with or choosing a program (and their criteria for choosing a program varies greatly).

Maybe someone has done a survey on this at some point?

I think you mentioned the key to motivation in school. social background and especially balanced family  help keeping children with a minimum of motivation to learning. This varies according to their age and grade. We should also recognize that the teacher has the biggest share to its stimulus. The child is most of the time expecting to receive much more from the teacher than his parents which makes things more complex for the teacher. But according to my experience with students in college, if the teacher is class with his heart, fair and smart consideration of his students besides learning by doing, worshops, examples from daily life with small groups contribute a lot to enhancing motivation with students in spite of their disadvantaged backround.

Hi Mark,

Have you read "How Children Fail" by John Holt (American Educator)?

Very interesting record of observations and interpretation of student behavior within and without the classroom.

 One concept that stood out for me was that teaching != learning.    

The learner learns what he needs when he needs to as he can fit things onto the scaffolding he has built since birth (real learning).  The teacher's role is to facilitate and provide a wide range of experiences and exposure to...LIFE.

I guess it depends on what you mean in terms of "school population" If you're meaning elementary age students I tend to like things like the Behavioral Assessment System for Children-2 or the Child Behavior Checklist (both these instruments have multiple respondent forms so you can get info from child,parent, teacher).

Also, at the risk of being self-promoting I do have an instrument that I've developed that is a parent report for children ages 3-10, which looks at a variety of interpersonal and intrapersonal factors.

Holliman, R. P., & Ray, D. C. (2013). Development of the Child Interpersonal Relationship and Attitudes Assessment (CIRAA). International Journal of Play Therapy, 22(2), 59.

If you're looking at more teens, you might take a look at this page which has several clinical tools available for download in a variety of languages http://teenmentalhealth.org/for-health-professionals/clinical-tools/

Bullying is assault and should be treated as such. The perpetrators should be punished because it causes injury. We do not tolerate individuals who cause physical injury to others and we should not tolerate those who inflict psychological/psychiatric injury on others. I have encountered lots of bullies in my professional life and they do not respond to 'tender loving care', which they invariable view as a weakness to be exploited, but can be deterred by punishment. I would support Giuseppe's views on rehabilitation if I did not have the many years of experience I acquired dealing with violent criminals. Some can be rehabilitated but sadly the majority think that giving others a hard time is either 'fun' or their 'right'. They need extirpating from decent society and no one should have to put up with them for the sake of 'their' rehabilitation

In our longitudinal study, we have been satisfied with SSRS for mothers and children.

But would check out newer options of we were to conduct the study today.

I am currently measuring academic achievement in pharmacy but have decided to measure different formats of exams.Perhaps In your case, Maths can only take on two exam formats namely, multiple choice and regular questions with working out, whereas in pharmacy education, academic performance measures can include MCQ, short answer, essay style and group work.

have successfully isolated experiences that relate actions to promote health in schools in the area of teen pregnancy, etc., but not a monitoring instrument or macroanalíticos studies about it in Brazil. Not that I know.

a hug,

Regina Figueiredo - Brazil

There are a couple of emerging schools/trends worth noting in my opinion; one is "Acceptance and Commitment Therapy" in some ways a re-development of what would have been called Buddhist therapy 20 years ago; the basic idea I draw from some jargon-heavy books is that patients observe and accept emotional reactions rather than fighting them, and then commit to making changes in behavior and relationships and cognitions. There are also various strands of work integrating neuroscience knowledge with psychotherapy, such as using new research about memory reconsolidation to inform work with clients affected by memories or conditioned responses related to traumas. Sometimes such psychotherapy is branded "brain-based" psychotherapy, Some even talk of "mindfulness" psychotherapy that may blend the above two trends by suggesting that clients understand how brain and body processes are involved in their emotional states. I find these ideas useful and effective with many clients.

The second part of your first sentence brings up a side issue: your criteria of empirical validation. CBT is supposedly the most empirically validated, but this is because it is one of the most manualizable forms of therapy and thus easy to study. I think it is time to move on from assessing the value of a therapy technique based on the way it is implemented by grad students doing a technique in isolation, and instead consider a standard of whether a technique has some neuroscience basis to it.

I'm actually in favor of outcome studies, but as a measure of therapist effectiveness more than technique effectiveness. Isolating techniques in studies and using them regarding of indivdiual differences among clients is so countertherapeutic that it nullifies the effectiveness of most techniques, since individualization is more effective and efficient, than standardization (picture a surgeon making the same cuts regardless of the patient's body structure). The problem is that now we're talking about measuring the effectiveness of the therapist's skill in selecting and applying techniques (a skill level not necessarily correlated with years of experience, since some therapists get stuck in a rut of doing therapy the way they always have).

Great question; I'll be interested to read what other trends (Thought Field Therapy, Emotion-Focused Therapy, and of course EMDR) other people find useful and scientifically validated.

Hi Anna

The learning environment field has a number of self-report surveys for use in curriculum evaluation and intervention studies. I would suggest the following references as starting points.

Fraser, B. J. (1981). Learning environment in curriculum evaluation: A review. Evaluation in Education, 5(1), 1-93.

Fraser, B. J. (2002). Learning Environments Research: Yesterday, Today and Tomorrow. In S. C. Goh & M. S. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 1-25). Singapore: World Scientific.

Fraser, B. J. (2012). Classroom Learning Environments: Retrospect, Context and Prospect. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (Vol. 24, pp. 1191-1239): Springer Netherlands.

My PhD thesis is also looking at the link between students perceptions of their mathematics classroom and their motivation (social cognitive perspective). If you are using Goal Orientation Theory then Midgley et al have some teacher measures in their Patterns of adaptive learning scales (http://www.umich.edu/~pals/PALS%202000_V13Word97.pdf)