School Psychology

Jones, T. and Hillier, L. (2012). Sexuality education school policy for Australian GLBTIQ students. Sex Education, ifirst http://www.tandfonline.com/doi/abs/10.1080/14681811.2012.677211 Accessed 10.05.12.

by Tiffany Jones

Education is state-run in Australia, and within each of the eight states and territories there are both government and... more Education is state-run in Australia, and within each of the eight states and territories there are both government and independent schooling systems. This paper details the position of gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) students within Australian education policy documents nationally, focusing on the three largest states and educational sectors in Australia. Survey data are used to report on the schooling experiences of over 3000 Australian GLBTIQ young people aged 14–21 years. Data from interviews with key policy informants identify both the obstacles to implementing policies, and how such obstacles have been overcome. Much official policy sees sexuality education as promoting inclusive, protective and affirming messages around GLBTIQ students. There exist significant correlations between policy and a variety of well-being and psycho-social outcomes for GLBTIQ students, including lowered incidence of homophobic abuse and suicide, and the creation of supportive school environments. Ideal policy visions are outlined, along with practical recommendations of relevance to a variety of stakeholders.

Transitions of Truants: Community Truancy Board as a Turning Point in the Lives of Adolescents

by Kevin Wright

Johnson, Charles L, Kevin A. Wright, and Paul S. Strand (2012). "Transitions of Truants: Community Truancy Board as a Turning Point in the Lives of Adolescents." Journal of Juvenile Justice, 1(2), 34-51.

School dropout represents a major turning point in a person’s life that could be seen as an initial step on a... more School dropout represents a major turning point in a person’s life that could be seen as an initial step on a difficult pathway to reduced conventional opportunities. The challenge is to identify interventions that can successfully reintegrate students back into a school setting in a manner that encourages continued attendance and involvement. One such program is the West Valley Community Truancy Board in Spokane, Washington. In addition to the truancy board process, the program employs a court-appointed officer to mentor students and manage the overall process of identifying and attending to the risks and needs that promote truancy. Guided by Sampson and Laub’s (1993) age-graded theory of informal social control and Cullen’s (1994) application of social support to delinquency, the current analysis seeks to determine the overall effectiveness of the truancy board based on both quantitative analyses of outcomes and qualitative interviews with key actors. We discuss the implications for the ongoing theoretical, empirical, and policy debates surrounding truancy intervention.

İlköğretim ve Ortaöğretim Kurumlarında Görev Yapan Okul Yöneticilerinin İşkoliklik Eğilimleri/ Workaholic Tendencies among School Administators Employed in Primary and Secondary Schools

by Salih BARDAKCI

Young people navigating the transition to university: Policy, context and influences

by John Bradley

Published in 'Educational & Child Psychology' Vol. 29 No. 1, 2012, pp 101 - 110.

Until the late 20th century the transition from secondary to higher education (HE) was undertaken by only a small... more Until the late 20th century the transition from secondary to higher education (HE) was undertaken by only a small proportion of young people. The number of young people in the UK now applying to university each year is the highest it as ever been, at more than half a million. The decision to attend university raises questions for young people about costs and benefits – social, emotional and financial. Surprisingly, the transition to HE has provoked very little academic discussion in that part of the psychology community involved with young people and their education. The paper uses ideas from life course theory (LCT) to organise the research evidence and provide an account in terms of policy, social context and sources of influence. It examines critically the concept of ‘progression’ to higher education and the role of university marketing. The paper concludes by suggesting how psychologists might helpfully engage with the issue at the level of both public policy and individual guidance.

Applying Cognitive Behavioural Methods to Retrain Children's Attributions for Success and Failure in Learning

by Christopher Boyle

co-authored with John Toland. Published in 'School Psychology International'

This study involves the use of methods derived from cognitive behavioural therapy (CBT) to change the attributions for... more This study involves the use of methods derived from cognitive behavioural therapy (CBT) to change the attributions for success and failure of school children with regard to learning. Children with learning difficulties and/or motivational and self-esteem difficulties (n = 29) were identified by their schools. The children then took part in twelve 30-minute group sessions with an educational psychologist, in which the children's attributions were retrained using methods derived from CBT. The intervention appeared to accelerate the children's progress in reading but not in spelling. Significant improvements in motivation and self-esteem were reported by the children and their parents. These changes were less apparent to the teachers. The findings point to a potentially fruitful way of offering additional intervention and support to children with learning difficulties and of increasing attainment. The cognitive behaviour methods complement more directly focused curricular work in a positive manner.

Improving implicit and explicit intergroup attitudes using imagined contact: An experimental intervention with elementary school children

by Sofia Stathi

Vezzali, L., Capozza, D, Giovannini, D., & Stathi, S. (2012). Improving implicit and explicit intergroup attitudes using imagined contact: An experimental intervention with elementary school children. Group Processes and Intergroup Relations, 15, 203-212.

The aim of this study was to test the effectiveness of imagined intergroup contact (Crisp & Turner, 2009) on... more The aim of this study was to test the effectiveness of imagined intergroup contact (Crisp & Turner, 2009) on elementary school children’s explicit and implicit intergroup attitudes. Italian 5th-graders participated in a 3-week intervention involving imagining meeting an unknown immigrant peer in various situations. Approximately 1 week after the last session, they completed measures of self-disclosure and behavioral intentions toward immigrants. Furthermore, they were administered a measure of implicit prejudice. Results showed that those taking part in the intervention, compared to participants in a control condition, revealed more positive behavioral intentions and implicit attitudes toward immigrants. Moreover, self-disclosure mediated the effect of imagined contact on outgroup behavioral intentions. Theoretical and practical implications of findings are discussed.

Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence

by Eric Lacourse

Participative observation: a methodological approach to school psychology

by Joao Batista Martins

published in Semina: Cie. Sociais/Humanas, Londrina, v. 17, n. 3, p. 266-273, Sep. 1996.

The purpose of this paper is to take the participative observation into consideration as an appropriate methodology to... more The purpose of this paper is to take the participative observation into consideration as an appropriate methodology to the work of scholar psychologists. We consider the school as a social construction prescribed through the representations of the social agents who participate in its day by day Iife. The participative observation permits the psychologists to research the structures of social relations and to give alternative ways to solve the problems in order to achieve the school goals. Therefore, the job of psychologists should be to get the social representations of school social segments in the sense to discover the contradictions that come up in the school relation routine.

Children’s Need to Know: Curiosity in Schools

by Mustafa Aydin

SUSAN ENGEL
Williams College
Harvard Educational Review

In this essay, Susan Engel argues that curiosity is both intrinsic to children’s development and unfolds through... more In this essay, Susan Engel argues that curiosity is both intrinsic to children’s development and unfolds through social interactions. Thus, it should be cultivated in schools, even though it is often almost completely absent from classrooms. Calling on well-established research and more recent studies, Engel argues that interactions between teachers and students can foster or inhibit children’s curiosity. She offers an explanation for why curiosity is not a priority in our educational system and calls for greater attention to children’s interests and explorations, which, she argues, are the mechanisms that underlie authentic learning.

Indirect contact through book reading: Improving adolescents’ attitudes and behavioral intentions toward immigrants.

by Sofia Stathi

Vezzali, L., Stathi, S., & Giovannini, D. (2012). Indirect contact through book reading: Improving adolescents’ attitudes and behavioral intentions toward immigrants. Psychology in the Schools, 49, 148-162.

A study was conducted to test the effects of indirect contact through book reading on the improvement of Italian... more A study was conducted to test the effects of indirect contact through book reading on the improvement of Italian students’ attitudes, stereotypes, and behavioral intentions toward immigrants.The results indicated that adolescents who read a book concerning intercultural topics, compared to those who read a book unrelated to intercultural themes or to those who did not read any book, showed improved intergroup attitudes, reduction in stereotyping, more positive intergroup behavioral intentions, and an increased desire to engage in future contact. Furthermore, the effects of indirect contact were mediated by increased inclusion of other in the self and reduced group identification. Theoretical and practical implications of the findings are discussed.

Environmental Comfort in School Buildings: A Case Study of Awareness and Participation of Users

by Doris Kowaltowski

Quelle prise en compte de la santé mentale à l’école maternelle ? Analyse des représentations des professionnels et des parents : l’étude Epitroppe

by Thomas Saïas

Fabrication of times and micro-formation of discourse at a secondary school

by Michalis Kontopodis

The paper presented here starts with a reference to modernist time theories, followed by a presentation of alternative... more The paper presented here starts with a reference to modernist time theories, followed by a presentation of alternative views in the works of FOUCAULT, DELEUZE, LATOUR and others. The study concentrates on the concrete context of an experimental school aiming at incorporation of excluded students into society. Based on the synthesis of discourse analysis and Actor-Network-Theory, the study puts forward a twofold question: a) whether and how the "fabrication of times" is interrelated to micro-formations of discourses and b) how micro-formations of discourses emerge as processes in the concrete setting of a school in regard to their temporal and other aspects. To answer this query, I combine some critical ethnographic work with an Actor-Network-Theory methodology—an approach which could be regarded as "rhizomatic analysis" (DELEUZE & GUATTARI, 1980). Examining discursive and non-discursive action with a particular focus on materialities (sites, students' documents, educational reports, CVs, and files), I introduce the notion of "temporal devices of control" and map two of them: that of synchronicity and that of convergence. In this way, I propose a new understanding of time and relate it to discourse formation. This, in turn, reveals a new potential for critical reflection on theories of time as well as on all action taking place in the school.

Counseling For Depression and Anxiety

by Daniel Keeran MSW

by Daniel Keeran, MSW, RMHC-S

Depression can be caused by chemical changes in the body, physical illness, and different types of loss. Very often,... more Depression can be caused by chemical changes in the body, physical illness, and different types of loss. Very often, depression and anxiety are the result of self-defeating life patterns that can be helped by incorporating caring self-talk and by supporting self-worth and assertiveness.

We tend to do to ourselves and to others that which was done to us in childhood. Now as adults we must give to ourselves all the healthy things we needed from healthy parents. This report presents some things to do to change the inner-dialogue foundations of depression and anxiety.

This paper is adapted from the text "Effective Counseling Skills" by Daniel Keeran, MSW, at http://www.amazon.com/Effective-Counseling-Skills-therapeutic-statements/dp/1442177993

Determinants of the Formation of a European Identity among Children: Individual- and School-Level Influences

by Orhan Agirdag

Published in JCMS: Journal of Common Market Studies. Co-authored with Petra Huyst & Mieke Van Houtte

While a growing number of studies have been conducted on European identification, very few of them have examined how... more While a growing number of studies have been conducted on European identification, very few of them have examined how children form their sense of European identity. This article investigates the impact of individual- and school-level characteristics on children’s formation of a European identity. Multi-level analyses of data from 2,845 pupils (aged 10–14) in 68 Belgian primary schools revealed that family socioeconomic status (SES), ethnicity, gender and the school’s SES make-up influence the extent to which children identify as European; age, religion and school sector do not. The study clarifies the importance of examining how children form their European identity.

Postmodern Anomic Disorder* (PAD): Understanding Gang Behavior and the London Riots

by Daniel Keeran MSW

by Daniel Keeran, MSW

The College of Mental Health Counseling presents an understanding of youth gangs, the London riots, Islamic terrorism, aboriginal suicide and other similar phenomena as possible effects of Postmodern Anomic Disorder* identified here for the first time.

If the paper does not yet appear below, you can download it here http://www.ctihalifax.com/images/Anomic_Disorder4.pdf

If you have any questions, comments, or upload difficulty, please contact collegemhc@gmail.com

The College of Mental Health Counseling presents an understanding of youth gangs, the London riots, Islamic terrorism,... more The College of Mental Health Counseling presents an understanding of youth gangs, the London riots, Islamic terrorism, aboriginal suicide and other similar phenomena as possible effects of Postmodern Anomic Disorder* identified here for the first time.

If you have any questions or comments please contact collegemhc@gmail.com

Effective Counseling Skills: the practical wording of therapeutic statements and processes

by Daniel Keeran MSW

by Daniel Keeran, MSW, RMHC-S

Also used as a counselor training and examination manual, this book gives away the secrets of effective counselors and... more Also used as a counselor training and examination manual, this book gives away the secrets of effective counselors and therapists. The practical skills and concepts distilled in the present form, are the contributions of countless colleagues and clients who over the years have challenged the creative energies of the author. Effective Counseling Skills is designed to achieve the primary purpose of making counseling skills public knowledge in the belief that the health of society is improved when counseling is known to the most people. The style of the manual is conversational with numerous examples of the wording of therapeutic statements.

Major topic areas include an explanation of the client's personal history, suicide prevention, how to begin and deepen the counseling process, helping the client learn healthy ways of relating, moving the client from childhood to maturity, skills for healing grief, and working with couples facing issues of conflict, infidelity, addiction, and other common problems. Practical ways to build and manage a counseling practice are presented. A detailed index and table of contents make the volume easy to use as a guide for both the practitioner as well as people seeking help.

See this news release entitled "Mental Health News: Library Acquisitions Add Counseling Text To Collections" http://prlog.org/11741730

The title is also available through interlibrary loan in the US and Canada from major public and university libraries including : Howard University, University of Hawaii at Hilo, University of Manitoba, Vancouver Public Library (Canada), Dallas Theological Seminary, Bogazici Univ Library – Istanbul (Turkey), San Diego Public Library, Dixie State College of Utah, University of Louisville, University of Southern California, Texas A&M University, University of Missouri--Columbia, University of Wisconsin-Madison General Library System, Columbia University Libraries, University of Massachusetts at Boston, Hunter College Wexler Library – New York, NY, Trinity International University, Indiana University - Purdue University Indianapolis.

View text at http://www.amazon.com/Effective-Counseling-Skills-therapeutic-statements/dp/1442177993

View article here http://ezinearticles.com/?Effective-Counseling-Skills---The-Practical-Wording-of-Therapeutic-Statements-and-Processes&id=4878216

Go here for a video presentation from the author http://www.youtube.com/watch?v=aodrYDAo9xk

Ethnic school context and the national and sub-national identifications of pupils

by Orhan Agirdag

published in Ethnic and Racial Studies

In various European countries, policy-makers strive for educational desegregation to enhance pupils' national... more In various European countries, policy-makers strive for educational desegregation to enhance pupils' national identifications. Since little empirical evidence supports such a policy and social identity theorists emphasize the importance of context, this article examines the impact of ethnic school composition - measured by the proportion of non-natives and ethnic heterogeneity - on the national (Belgian) and sub-national (Flemish) identifications of pupils. Multi-level data analyses from the surveying of 2,845 pupils (aged 10-12) in sixty-eight Flemish primary schools reveal differential effects for natives and non-natives. While the proportion of non-natives at school is negatively associated with non-native pupils' identifications, it is positively related to native pupils' identifications. In general, the ethnic heterogeneity of the school is negatively associated with pupils' national and sub-national identifications. Our findings indicate that the relation between ethnic school composition and pupils' identifications is mediated by the latter's inter-ethnic friendships. The consequences of these findings for educational policy are discussed.

Unconscious mental processes and the racial achievement gap

by Brian Earp

Earp, B.D. (2010). Automaticity in the classroom: Unconscious mental processes and the racial achievement gap. Journal of Multiculturalism in Education, Vol 6 No 1, 1-22.

Bullying in PR: symposium presentation

by Zaadé Torres-Méndez