School Psychology International recent issues

Educational Psychology in New Zealand: Results of the 2006 International School Psychology Survey

Jimerson, S. R., Annan, J., Skokut, M., Renshaw, T. L. — Tue, 13 Oct 2009 02:31:45 PDT

The International School Psychology Survey (ISPS) was used to gather information about New Zealand educational psychologists’ characteristics, training, roles, activities, preferences, research interests and the challenges they experienced in their work. The results of this survey were considered in relation to the social and cultural context of educational psychology practice in New Zealand and were compared with the findings from ISPS surveys in other countries. The composition of the New Zealand educational psychology community resembled that found in previous surveys of school psychologists in other countries in terms of gender and level of qualifications. The educational psychologists indicated, as in most countries surveyed previously, that the greatest proportion of their work involved consultation with students, teachers and families. One point of difference between results of the New Zealand survey and previous ISPS studies was the predominance of contextual information over standardized measures in assessment.

Views of Chinese Psychologists Toward Intelligence

Yan, G., Saklofske, D. H., Oakland, T. — Tue, 13 Oct 2009 02:31:45 PDT

The concepts of intelligence and methods to assess it constitute important contributions to psychology and have had a profound impact on school psychology practice. While the perspectives and practices of North American and European psychologists toward the construct and assessment of intelligence generally are well known, the views held by psychologists in the People’s Republic of China are less well known. This research describes the views of Chinese psychologists about intelligence and compares them with previously expressed summaries obtained from American psychologists in 1921 and 1986. The results indicate that Chinese psychologists view intelligence as an important construct that includes a large and robust set of attributes, including some that are not commonly identified by psychologists in the United States.

Direct and Relational Bullying Among Children and Adolescents: Coping and Psychological Adjustment

Hampel, P., Manhal, S., Hayer, T. — Tue, 13 Oct 2009 02:31:45 PDT

Previous research highlighted that pupils actively involved in bullying and victimization are prone to develop diverse psychological problems. The overall aim of our study was to investigate effects of different forms of bullying and victimization on coping with interpersonal stressors and psychological adjustment among children and adolescents. Moreover, the additional contribution of coping in the prediction of effects of direct and relational bullying on psychological adjustment was examined. Four hundred and nine 6th to 9th graders (aged 10—16 years) completed self-report measures, which assessed experiences with bullying and victimization, coping strategies and psychological problems. All forms of victimization were characterized by an increased maladaptive coping as well as heightened emotional and behavioural problems with the most unfavourable pattern among pupils confronted with direct as well as relational victimization. Direct aggressors only and pupils bullying others directionally and relationally showed enhanced externalizing problems. Regression analyses indicated that the adverse effects of direct and, to a lesser degree, relational bullying and victimization on psychological adjustment were primarily enhanced by maladaptive coping among girls and boys. By applying preventive interventions, which are tailored to special needs of the groups actively involved in bullying and victimization, the risk for the development of psychological problems may be effectively diminished.

Intensity of ADHD Symptoms and Subjective Feelings of Competence in School Age Children

Hanc, T., Brzezinska, A. I. — Tue, 13 Oct 2009 02:31:45 PDT

The aim of this investigation was to assess how different levels of intensity of ADHD symptoms influence the development of the subjective feeling of competence in school age children. The sample was comprised of 62 children age 11 to13. For the purpose of estimation of the subjective feeling of competence, The Feeling of Competence Questionnaire was created. Level of ADHD symptoms intensity was estimated with the use of The Symptoms of ADHD Questionnaire, created on the basis of diagnostic criteria for ADHD included in DSM-IV and ICD-10. Cluster analysis distinguished two groups of children: a group with a lower level of ADHD symptoms intensity (Group 1) and a group with a higher level of ADHD symptoms intensity (Group 2). Group 2 revealed a significantly lower level of global feelings of competence and lower scores on the subscales: adaptive properties, knowledge and skills, acknowledgement, emotional factor and belief in success. There was no significant difference in the level of the feeling of co-operation skills and social adjustment. The results suggest that children with symptoms of ADHD are likely to have a low level of feelings of competence, which may well be a risk factor leading to later social disorders.

Shyness Predicts Depressive Symptoms Among Adolescents: A Prospective Study

Murberg, T. A. — Tue, 13 Oct 2009 02:31:45 PDT

This study examines the relation between shyness, social support and depressive symptoms in a sample of 259 students (aged 14—16 years) in two secondary schools. Results at both time-points showed positive associations of depressive symptoms with shyness and with being female and negative associations of depressive symptoms with social support and extraversion. Cross time-point results showed that shyness at T₁ predicted change in depressive symptoms at T₂, even when the effects of gender and extraversion were partialled out. In addition, a significant interaction effect appeared of shyness and peer support in relation to depressive symptoms.

Student and School Factors Affecting Mathematics Achievement: International Comparisons Between Korea, Japan and the USA

Shin, J., Lee, H., Kim, Y. — Tue, 13 Oct 2009 02:31:45 PDT

The purpose of the study was to comparatively investigate student- and school-level factors affecting mathematics achievement of Korean, Japanese and American students. For international comparisons, the PISA 2003 data were analysed by using the Hierarchical Linear Modeling method. The variables of competitive-learning preference, instrumental motivation and mathematics interest were used as student-level predictors on mathematics achievement. The variables of student-teacher relationship and school disciplinary climate were also used as school-level variables. The results of the study showed that different patterns of the relations between student- and school-level predictors and mathematics achievement were present among the three countries. Specifically, the predictor of competitive-learning preference was significant on mathematics achievement in Korea and Japan, but not in the US. For Korean and Japanese students, unexpectedly, mathematics interest was a stronger predictor than was instrumental motivation; in contrast, the pattern was the reverse for American students. For school-level predictors, school disciplinary climate was a significant predictor on the achievement differences in all three countries; however, the variable of student-teacher relationship turned out to be significant only in Japan. Implications of the results are discussed from the comparative perspectives of cultures and educational contexts of the three countries.

Validation of a Portuguese Version of the Children's Hope Scale

Marques, S. C., Pais-Ribeiro, J.L., Lopez, S. J. — Tue, 13 Oct 2009 02:31:45 PDT

The article describes the development of the Portuguese version of the Children’s Hope Scale and the examination of its psychometric properties. A sample of 367 Portuguese students completed the Portuguese-language versions of the Children’s Hope Scale (CHS; Snyder et al., 1997), Students’ Life Satisfaction Scale (SLSS; Huebner, 1991), Global Self-Worth Sub-scale (Harter, 1985) and Mental Health Inventory-5 (MHI-5; Berwick et al., 1991). The first step included translation, back-translation, inspection for lexical equivalence and content validity and cognitive debriefing. Reliability (internal consistency and stability), factor structure and criterion-related validity were investigated. The validation process of the Portuguese CHS version shows psychometric properties similar to the English language CHS, suggesting that it measures the same construct in the same way. Implications of these findings are discussed.

School Psychologists' Role in School: Expectations of School Principals on the Work of School Psychologists

Magi, K., Kikas, E. — Fri, 31 Jul 2009 06:03:43 PDT

The aim of the present study was to investigate the expectations and evaluations of Estonian school principals on the work of school psychologists. Surveys have shown that teachers and school principals value traditional assessment activities but also desire more consultation. School psychologists emphasize the importance of system counselling, but in practice it can seldom be seen. One of the obstacles to the change of school psychologists’ roles might be the expectations of school principals. Therefore, school principals were questioned regarding these issues. One hundred and seven principals participated in the study. In addition, interviews were carried out with three school principals. The results showed that the most desired services by Estonian school principals are individual counselling of children and consultation with teachers and parents. System counselling is expected less frequently, but no strong resistance to it was found. It seems that school principals do not desire it because they are not yet aware of its possibilities.

Strengthening Cultural Sensitivity in Children's Disaster Mental Health Services

Heath, M. A., Nickerson, A. B., Annandale, N., Kemple, A., Dean, B. — Fri, 31 Jul 2009 06:03:43 PDT

During and following natural or man-made disasters, relief efforts have a long history of initially focusing on basic survival needs, then restoring community stability. Disaster mental health is a relatively new aspect of relief efforts, particularly in regard to children’s needs. After reviewing objectives of major relief organizations and summarizing current research in light of practitioners’ input, suggestions and resources are offered to strengthen cultural sensitivity in school-based disaster mental health services.

The Influence of Authoritative Teaching on Children's School Adjustment: Are Children with Behavioural Problems Differentially Affected?

Baker, J. A., Clark, T. P., Crowl, A., Carlson, J. S. — Fri, 31 Jul 2009 06:03:43 PDT

Children with significant behaviour problems are at risk for poor classroom adjustment and school failure. Given this likelihood for a poor developmental trajectory, there is a need to better understand environmental influences within classrooms that help to effectively socialize children to those settings. The current study evaluated the effects of two socialization processes, the provision of warmth and of control (i.e. authoritative teaching) on urban, American, elementary school-aged children’s school adjustment (n = 693). The results suggest a small but positive association between authoritative teaching and three of the four school adjustment indices examined in the study. This effect was similar for all students; no differential effects for children with significant externalizing behaviour problems were noted. Results are discussed in light of theory and school-based intervention and prevention efforts. Implications of these findings on the roles and responsibilities of school psychologists are provided.

Sticks and Stones Can Break My Bones, But How Can Pixels Hurt Me?: Students' Experiences with Cyber-Bullying

Cassidy, W., Jackson, M., Brown, K. N. — Fri, 31 Jul 2009 06:03:43 PDT

Educators and the public alike are often perplexed with the enormous and evolving cyber mise en scène. Youth of the digital generation are interacting in ways our fore-mothers and fathers never imagined — using electronic communications that until 30 years ago never existed. This article reports on a study of cyber-bullying conducted with students in grades 6 through 9 in five schools in British Columbia, Canada. Our intent was to quantify computer and cellular phone usage; to seek information on the type, extent and impact of cyber-bullying incidents from both bullies’ and victims’ perspectives; to delve into online behaviours such as harassment, labelling (gay, lesbian), negative language, sexual connotations; to solicit participants’ solutions to cyber-bullying; to canvass their opinions about cyber-bullying and to inquire into their reporting practices to school officials and other adults. This study provides insight into the growing problem of cyber-bullying and helps inform educators and policy-makers as to appropriate prevention or intervention measures to counter cyber-bullying.

Regulatory Styles, Causal Attributions and Academic Achievement

Soric, I. — Fri, 31 Jul 2009 06:03:43 PDT

In the past few decades a growing research interest in internal and external factors that contribute to a student’s motivation to learn has yielded numerous models and theories. Despite their similarities, these theories have tended to be developed and tested independently of each other, although some connections have been made between them. The aim of this study is to investigate connections between key aspects of two theoretical approaches: the attributional theory (Weiner, 1985, 1992) and self-determination theory (Deci and Ryan, 2000). Specifically, this study investigates the relationship between four types of regulatory styles of learning and students’ causal attributions of their attained academic achievement. The participants were 127 elementary school students (M_age= 13.71) in Croatia. First, students assessed their final mid-term grades either as success or failure (subjective appraisal of successfulness), after which the Academic Self-Regulation Questionnaire of Ryan and Connell (1989) and the Causal Attribution Scale of Soric (1998) were applied. The results showed that intrinsically motivated successful students, who feel autonomous and self-determined rather than controlled by others, attributed their success to more internal and controllable causes. But associations between other regulatory styles and causal dimensions still remain unclear, especially in the case of failure situations.

The Differentiation and Promotion of Students' Rights in Portugal

Veiga, F., Garcia, F., Neto, F., Almeida, L. — Fri, 31 Jul 2009 06:03:43 PDT

This investigation includes a differential study (Study 1) and a quasi-experimental research (Study 2). In Study 1, the objective was to establish to what extent students’ rights existed and analyse the differentiation between students’ rights with Portuguese and immigrant mothers, throughout school years. The sample consisted of 537 students with Portuguese and immigrant mothers, distributed by different school years (7th, 9th and 11th grades). The Children’s Rights Scale (Hart et al., 1996; Veiga, 2001) was used. In Study 2, the purpose was to analyse the effects on students’ rights of the use by teachers of a communicational intervention program, supervised by school psychologists. The sample involved 7th and 9th grade students, in a total of four classes, two forming the experimental groups (n = 36) and two the control groups (n = 43); as in Study 1, the Children’s Rights Scale was used. The results indicated the effectiveness of the communicational intervention program on students’ rights and are consistent with previous studies. An implication is that psychologists and teachers, working together and taking a human rights perspective, may develop an important role in projects to promote the students’ rights.

An Innovative Practitioner Research Model of Continuing Professional Development: A Case Study of an Educational Psychologists' Professional Development Programme in Scotland

Jindal-Snape, D., Hannah, E., Smith, E., Barrow, W., Kerr, C. — Wed, 10 Jun 2009 05:53:30 PDT

This article presents an innovative model of Continuing Professional Development (CPD) that has been used in Scotland to encourage research and to develop research skills amongst applied educational (school) psychologists.¹ This is a process-based CPD model rather than the traditional `attendance at CPD workshops' model, leading to active learning and knowledge creation for the professional and the profession. Data collected from educational psychologists and stakeholders suggests that it is very effective but there is room for improvement. The lessons learnt over the 13 years of its operation and through a recently commissioned evaluation will hopefully be of interest to other applied educational psychologists internationally, as well as related professions.

Promoting High School Boys' Reading Engagement and Motivation: The Role of the School Psychologist in Real World Research

Atkinson, C. — Wed, 10 Jun 2009 05:53:30 PDT

It can be difficult for school psychologists to become involved in research within their day-to-day role. This article details real world research undertaken in a single high school to identify and address mechanisms which were contributing to boys' literacy underachievement. In an attempt to promote reading engagement and motivation amongst high school boys, an affective reading intervention was delivered to Year 8 pupils in a single sex comprehensive school. The lack of desired outcomes prompted a systemic enquiry into boys' views and perceptions of reading in this context. Reported here are findings from focus group interviews with staff and pupils which suggest that factors that facilitated or inhibited boys' reading were the result of complex interactions between socio-cultural influences, peer pressures, gender perceptions and literacy preferences. A motivational model is proposed as a useful framework for helping schools explore how school-based literacy practices might facilitate reading development.

How Important Are Roles/Functions of School Psychologists and Who Should Substitute for Them in Their Absence?: Comparing Thai and American Students' Perceptions

Archwamety, T., McFarland, M., Tangdhanakanond, K. — Wed, 10 Jun 2009 05:53:30 PDT

The purpose of this study was to compare Thai and American college students on their perception of the importance of the various roles and functions of school psychologists, and who should assume those roles and functions in the absence of school psychologists. One hundred and eighty-one Thai college students and their 168 US counterparts participated in the present study. Each student rated the various roles/functions of a school psychologist and specified who should assume those roles/functions in the absence of a school psychologist. Results indicated that while Thai students rated the assessment role/function significantly higher (p < 0.05) than their US counterparts, they rated the other roles/functions significantly lower (p < 0.05) except for counselling (p > 0.05). However, they differed significantly (p < 0.05) on who should assume the counselling role in the absence of a school psychologist. Thai students expected their parents and older siblings, as well as their teachers, to fill the vacuum more than their US counterparts did.

Israeli School and Community Response to War Trauma: A Review of Selected Literature

Abel, R. M., Friedman, H. A. — Wed, 10 Jun 2009 05:53:30 PDT

This article presents a review of literature focusing on mental health clinicians who have responded to war trauma in their work with children in Israeli schools. The review provides a brief introduction to the country's war history and inception of school psychological and counselling services. Within this framework, results of empirical research, methods of assessment and multisystemic interventions are reviewed. Research results acknowledge the school as a major source of social support and facilitator of recovery. Family cohesion and parent symptomatology are also significant predictors of stress and anxiety, especially in early childhood. Recommendations for clinical and school use are included.

Reducing Teacher Burnout by Increasing Student Engagement: A Children's Rights Approach

Covell, K., McNeil, J. K., Howe, R. B. — Wed, 10 Jun 2009 05:53:30 PDT

Teacher burnout has long been understood to have significant negative effects on teaching efficacy. Research has indicated that student misbehaviour, often a result of disengagement, is a major predictor of teacher burnout. In part to address student disengagement, Hampshire County in England has undertaken a whole-school rights-based reform initiative called Rights, Respect and Responsibility (RRR). This study was designed to examine the effects of RRR on student engagement and teacher burnout over a three-year period. The sample initially comprised a total of 15 schools (four infant, five primary and six junior) and 127 teachers. At the second time of measure, one year later, the sample was reduced to 69 teachers from 13 of the schools. At both times teachers completed the following measures: the Maslach Burnout Inventory, the perceived effect of RRR on teaching, and student engagement. In the third year of the study we obtained data on the Maslach Burnout Inventory from 100 teachers at 12 of the schools. Findings suggest that RRR can improve student engagement and reduce teacher burnout. Of particular note was the predictive power of student participation in the classroom and school in reducing teacher burnout.

Contributions of Personal and Situational Factors to Bystanders' Reactions to School Bullying

Oh, I., Hazler, R. J. — Wed, 10 Jun 2009 05:53:30 PDT

The intent of this study was to explore bystanders' personal and situational variables predicting their behavioural reactions to school bullying by investigating a sample of 298 college students who had witnessed bullying during middle or high school. Results indicated that the bystander personal variables, gender and past experience as a bully or bully-victim, significantly predicted their reactions to bullying. All three types of bullying (physical, verbal and social), plus bystander relationship with bully or victim were identified as significant situational predictors of bystander behaviour.

An Investigation of Greek Teachers' Views on Parental Involvement in Education

Koutrouba, K., Antonopoulou, E., Tsitsas, G., Zenakou, E. — Wed, 10 Jun 2009 05:53:30 PDT

Parents' involvement in their children's education has been shown to have positive results in various aspects of child development such as behaviour, social-emotional development and academic performance. This article focuses on teachers' views of the major problems affecting home-school partnership and possible solutions to improve communication between school and family. It examines teachers' accounts of the components of parental participation in the process of pupil learning and evaluates teachers' suggestions for improving teacher-parent collaboration in Greek schools. The results show that Greek secondary school teachers have a positive attitude towards parental involvement in school but find that in fact parental involvement in Greek schooling is poor and infrequent. Most teachers ascribe poor parent-school relationship to factors such as parental unwillingness to respond to school initiated partnership schemes and to the parents' educational and social background. Generally speaking, Greek teachers appear to be in favour of an active collaboration with parents which will benefit schools, families and pupils.

Are Changes in Students' Perceptions of the Learning Environment Related to Changes in Emotional and Behavioural Problems?

Thuen, E., Bru, E. — Thu, 09 Apr 2009 04:10:34 PDT

Previous cross-sectional based research suggests that students' perceptions of the learning environment are associated with emotional and behavioural problems (EBP). However, it is not clear to what extent the associations identified are merely reflections of individual student characteristics. The present study explored this issue by utilizing a pre-test post-test design to minimize the influence of stable individual characteristics on associations of perceived learning environment with EBP. By conducting the study in a Norwegian secondary school implementing relatively substantial changes in the learning environment we explored how changes in students' perceptions of the learning environment were related to changes in reports of EBP. Results suggest that associations between learning environment factors and EBP are not merely reflections of individual characteristics. Changes in EBP were significantly related to changes in most of the learning environment factors.

Relationship of Bender Gestalt Developmental Scores and Human Drawing Developmental Scores in a Sample of Turkish Preschool Children

Ozer, S. — Thu, 09 Apr 2009 04:10:34 PDT

The Bender Gestalt test and Human Drawings are frequently utilized tests in assessing school readiness in children. This study was a pilot attempt to evaluate these two tests in a Turkish sample as they relate to first grade behaviour as measured by teacher ratings. One hundred and five children were evaluated at the end of kindergarten using the Bender Gestalt test and Draw A Person Test. The Koppitz (1968, 1975) system was utilized in the scoring of both tests. The children were followed-up and teacher ratings on three academic dimensions and three behavioural dimensions were obtained at the end of the first grade. Significant correlations were obtained between the Bender Gestalt and Human Drawings of the children and teacher ratings of academic achievement and behavioural adaptation at the end of first grade. It appears that the Bender Gestalt test performance at the end of kindergarten is strongly correlated with teacher observations at the end of first grade. Although the relationship between Human Drawing scores and teacher ratings of academic behaviour was not as strong, a relationship was observed between teacher ratings of peer relations and conduct and these scores.

Shyness as a Risk-Factor for Somatic Complaints Among Norwegian Adolescents

Henriksen, R. E., Murberg, T. A. — Thu, 09 Apr 2009 04:10:35 PDT

The associations between shyness, school-related stress, social support and somatic complaints, were assessed in a sample of 501 pupils from two secondary schools in Norway. The main finding from this cross-sectional study revealed a positive significant association between shyness and somatic complaints. Findings also showed a significant positive association between perceived school-related stress and somatic complaints, while there was a negative relationship between emotional support from teachers and somatic complaints. Girls reported a significantly higher degree of somatic complaints than boys did. No significant differences between the genders were found in level of reported shyness.

Stability and Change in Patterns of Peer Rejection: Implications for Children's Academic Performance Over Time

Greenman, P. S., Schneider, B. H., Tomada, G. — Thu, 09 Apr 2009 04:10:35 PDT

Poor school adjustment is a known correlate of peer rejection in childhood. However, the impact of change in sociometric status on children's academic performance over time is unclear. The aim of this study was to determine whether improvement or decline in children's sociometric status would predict corresponding changes in their academic performance trajectories. Two hundred and seventy-two boys and 252 girls in Florence, Italy (mean age at Time 1: 7.42 years) and their teachers participated in this 18-month investigation. Hierarchical linear models indicated that children who were rejected by their peers across the four measurement points of the study demonstrated consistently worse academic performance than did children who were not rejected throughout, whereas children who were regularly accepted by their peers performed better in school than did their peers who were rejected one or more times. A number of children who became rejected exhibited an academic decline, but others who became accepted showed improvement. The implications of these results for children, parents, teachers and school administrators are discussed.

Academic and Behaviour Associates of Peer Status for Children in a Caribbean Community Findings from the St Vincent Child Study

Jimerson, S. R., Durbrow, E. H., Wagstaff, D. A. — Thu, 09 Apr 2009 04:10:35 PDT

Studies of peer relations among children living in rural developing communities are rare. This study examined peer status in 168 children (ages 6—12) living in a rural community in a developing community, St Vincent, the West Indies. The present study used ANOVA to test hypotheses about the relations between peer status and academic scores and teacher-ratings of delinquency, learning problems, conduct and sensitivity. Using a peer nomination procedure, children were classified into four groups [i.e. rejected (28), popular (24), average (85), controversial (8) and neglected (23)]. The results of this study revealed that rejected children had significantly lower academic scores than popular children even when learning problems and age were controlled. Unlike children in developed societies, rejected children did not have significantly higher teacher ratings of sensitivity, delinquency and conduct problems. Cultural considerations and future research directions are also discussed.

Bullying in Middle School as a Function of Insecure Attachment and Aggressive Attitudes

Eliot, M., Cornell, D. G. — Thu, 09 Apr 2009 04:10:35 PDT

This study tested a model for understanding peer bullying as the product of aggressive attitudes and insecure attachment. A sample of 110 sixth grade students completed self-report measures that assessed attitudes toward the use of aggressive behaviour with peers and distinguished secure from insecure parental attachment. Bullying behaviour was assessed using self- and peer-report. Path analyses indicated that aggressive attitudes mediated a relationship between insecure attachment and bullying behaviour. These findings have theoretical and applied implications for bullying prevention.