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Showing papers in "School Psychology International in 2002"


Journal ArticleDOI
TL;DR: In this article, a growing number of students leave their home environments and relocate to study at universities abroad, however, this can be a challenging and stressful experience, and relocation can be difficult and stressful.
Abstract: Every year, a growing number of students leave their home environments and relocate to study at universities abroad. Relocation, however, can be a challenging and stressful experience. This longitu...

378 citations


Journal ArticleDOI
TL;DR: In this article, the feasibility of the development and implementation of the dynamic assessment procedure in such curriculum-based areas as English as a foreign language (EFL) was explored and evaluated.
Abstract: The goal of this article is to explore the feasibility of the development and implementation of the dynamic assessment procedure in such curriculum-based areas as English as a foreign language (EFL...

211 citations


Journal ArticleDOI
TL;DR: In this article, the relationship between parenting practices and academic achievement of high school students was studied, with a sample of 873 Asian Americans, 1449 Hispanics, 1176 African Americans, and 873 whites.
Abstract: This study was concerned with the relationship between parenting practices and academic achievement of high school students. A sample of 873 Asian Americans, 1449 Hispanics, 1176 African Americans ...

124 citations


Journal ArticleDOI
TL;DR: One of the most radical changes occurring in our approach to learning and instruction concerns the agency of learning as discussed by the authors, and the concept of mediation plays the central role in this critical reappraisal.
Abstract: One of the most radical changes occurring in our approach to learning and instruction concerns the agency of learning. Only recently an individual was perceived as a 'natural' agency of learning. Now this position becomes increasingly challenged on both theoretical and practical grounds. The concept of mediation plays the central role in this critical reappraisal. Two theories that have contributed most to the development of the mediational approach to learning is the Vygotskian sociocultural theory and Feuerstein's theory of Mediated Learning Experience (MLE). Both theories emphasized the importance of sociocultural forces in shaping the situation of a child's development and learning. Both pointed to the crucial role played by parents, teachers, peers and the community in defining the type of learning interaction occurring between children and their environments. Beyond their role as tools of theoretical critique, Vygotsky's and Feuerstein's systems have generated a number of applied programs offering n...

113 citations


Journal ArticleDOI
Anatol Pikas1
TL;DR: The Shared Concern method (SCm) has become a wellknown tool for tackling actual group bullying amongst teenagers by individual talks as discussed by the authors, which is expressed in terms of know-how: do not demonize the bully suspects; consider the bullying as a conflict between the parties and elicit the archetype of a mediator through your behaviour; prepare the summit meeting between those involved by shuttlediplomacy and seal the agreement with a communication contract.
Abstract: The Shared Concern method (SCm) has become a wellknown tool for tackling actual group bullying amongst teenagers by individual talks. A decade after its launch to English readers the author reviews the original approach and describes new developments. The psychological mechanisms of healing in the bully group and what hinders the bully therapist in eliciting them have become better clarified. It is expressed in terms of know-how: (1) do not demonize the bully suspects; (2) consider the bullying as a conflict between the parties and elicit the archetype of a mediator through your behaviour; (3) prepare the summit meeting between those involved by shuttlediplomacy and (4) seal the agreement with a communication contract. The most important recent advancement of the SCm approach is its capacity to discover clandestine bullying: when a bully therapist has acquired routines in solving actual cases with SCm he or she is capable of guiding a discussion with a teenage class about the methods to deal with bullying...

113 citations


Journal ArticleDOI
TL;DR: In this article, the authors examined the types of parental involvement activities that adolescents are willing to support and investigated the extent to which adolescents' support is related to their gender and autonomy.
Abstract: This study examines the types of parental involvement activities that adolescents are willing to support. It also investigates the extent to which adolescents' support is related to their gender and autonomy. The results showed that even though adolescents welcome most of the parental involvement activities, the support is generally stronger among girls than among boys and that parental physical attendance in school activities is not wished. Data also revealed a positive relationship between adolescents' openness to parental involvement activities and their level of work-orientation and identity. Gender effects are discussed in light of the hypothesis of girls' earlier maturation combined with greater receptiveness to social influence. Further, higher boys' work-orientation and girls' identity scores predict the likelihood of their support of a greater number of parental involvement activities. These results point out to the importance of taking into account adolescents' views of parental involvement acti...

85 citations


Journal ArticleDOI
TL;DR: The authors investigated the effects of risk factors including poverty, single parent status and sexual abuse report, and resiliency factors such as school involvement, drug abstinence and religious belief on predicting delinquency in adolescent girls.
Abstract: The present study investigated the effects of risk factors including poverty, single parent status and sexual abuse report, and resiliency factors such as school involvement, drug abstinence and religious belief on predicting delinquency in adolescent girls. It was hypothesized that the resiliency factors would improve the prediction of delinquency beyond risk factors alone. An initial regression analysis examined self-reported delinquency in a sample from the National Longitudinal Study of Adolescent Health (n = 2245). Resiliency factors improved prediction of delinquency beyond risk factors alone. A second investigation with a separate sample (n = 335) focused on girls at risk for delinquency. Resiliency items which were significant in the initial analysis distinguished girls who reported high levels of delinquency from those with low delinquency with 80 percent accuracy.

66 citations


Journal ArticleDOI
TL;DR: In this article, a 15-year old Japanese student was placed in a special school within an international context as a result of her learning difficulties, where she was surrounded only by Japanese people.
Abstract: 'What is my identity? Although I was born in Singapore I never once had the opportunity to study in a local school and to mix with local friends. In fact I have had very few local friends because for the past seven years of primary education, I studied in a Japanese school, surrounded only by Japanese people. Naturally my spoken Japanese became slightly better than my English but, despite having a lot of Japanese friends, I still feel closer to Singapore and I'm proud to be a Singaporean. But sometimes I feel that I don't belong here because I don't speak Chinese. At times when I am with my local friends I feel that I'm a bit of a foreigner to them. I don't feel this way (like a foreigner) when I'm with my Japanese friends because I speak fluent Japanese. However, I hardly know much about the Japanese culture, so again sometimes I feel, what's my identity? Japanese? Singaporean?'A 15-year old girl placed in a special school within an international context as a result of her learning difficulties.'The art ...

65 citations


Journal ArticleDOI
Carol S. Lidz1
TL;DR: In this article, the authors discuss how Mediated Learning Experience (MLE) is incorporated into testing practices to define a relatively new addition to the assessment repertory called dynamic assessment.
Abstract: This article discusses how Mediated Learning Experience (MLE) is incorporated into testing practices to define a relatively new addition to the assessment repertory called dynamic assessment. Dynamic assessment (DA) typically follows a pre-test-intervene-posttest format. The author has designed procedures where the intervention portion offers mediational interactions that are designed to promote higher mental functioning in the student. The response of the student to these interventions provides important information about the student's abilities and functioning within a teaching/learning situation. The article first operationalizes MLE in a rating scale and then describes four approaches to DA: a group administered screening procedure; a generic curriculum-based approach; an individual assessment for pre-school children and a procedure for determining eligibility for gifted programming demonstrated to be successful with students from ethnic and linguistic minority backgrounds. Some concluding thoughts ab...

62 citations


Journal ArticleDOI
TL;DR: In this article, the authors investigated the effectiveness of the bully court strategy in reducing bullying in schools, by way of an intensive case study in one school and found evidence of strong support for the bullying court system from both staff and pupils.
Abstract: This study investigates one strategy to reduce bullying in schools, the bully court, by way of an intensive case study in one school. Questionnaires and interviews were used in conjunction with the observation of a number of bully courts and access to excerpts from the school's bully court record. The aim was to describe the operation of the bully court and to consider how successful it was perceived to be by staff and pupils. There was evidence of strong support for the bully court system from both staff and pupils. The limitations of the bully court are also discussed. The school also uses year 12 pupils to act as mentors to year 7 pupils in the context of a whole school approach to bullying. This mentoring system and other aspects of the anti-bullying code in place within the school, are discussed with respect to suggested reasons why a bully court is perceived to be successful here, when other studies have indicated less positive outcomes.

28 citations


Journal ArticleDOI
TL;DR: In this article, the authors explore the use of play assessment with young children and determine its efficacy in determining cognitive levels of development, finding that exploratory play becomes more complex with age and is displayed more than pretend play in an unstructured play session.
Abstract: Play assessment is increasing in popularity despite the lack of empirical support. The purpose of this study was to explore the use of play assessment with young children and determine its efficacy in determining cognitive levels of development. Eight 2-year-olds and eight 3/2-year-olds were observed playing in an unstructured format. Results indicated that Exploratory Play becomes more complex with age and is displayed more than Pretend Play in an unstructured play session. Children's play primarily consisted of Exploratory Play, Pretend Play and Problem Solving and Planning Skills. Several of the Supple mental Subdomains measured by play assessment were not observed to occur in the spontaneous play format. A tendency for increasing complexity of play across time in session was also found.

Journal ArticleDOI
TL;DR: This article examined the definitions of LD used in empirical research in four major Canadian journals during the time period 19892000, and notes changes or trends in LD definitions and theories, and compared with changes in definition currently espoused in the research, finding little consensus of LD definition was found in the 36 research articles, rendering comparability of findings difficult.
Abstract: This article examines the definitions of LD used in empirical research in four major Canadian journals during the time period 19892000, and notes changes or trends in LD definitions and theories. Next, current definitions (2000/2001) ofLD used by the 10 provincial ministries of education and recent proposed changes are analysed and compared with changes in definition currently espoused in the research. Little consensus of LD definition was found in the 36 research articles, rendering comparability of findings difficult. Eight articles provided a theoretical critique of learning disabilities, with seven of the studies criticizing the role of IQ in LD definitions. Among the provinces, a number of different operational definitions are currently in use, with 8 of 10 provinces using some form of a 'traditional' IQ/achievement discrepancy method. A shift in LD identification practice, reflecting the theoretical work of Canadian-based Kirby, Siegel, and Stanovich, is seen in the recent Review of Special Educatio...

Journal ArticleDOI
TL;DR: In this article, a conceptual framework for exploring the evolution of school psychology in different countries is presented, which provides a synthesis and expands transnational considerations of the following basic domains: (1) role and specialty definition-professional practice; (2) legal issues: (a) state and federal/national laws and statutes impactingpsychology, education and provision of services and (b) certification/licensure; (3) education/preparation, accreditation; (4) scientific and professional associations; (5) scientific foundation for practice and (6) professional identity).
Abstract: A conceptual framework is presented for exploring the evolution of school psychology in different countries. The proposed integrative framework provides a synthesis and expands transnational considerations of the following basic domains: (1) role and specialty definition-professional practice; (2) legal issues: (a) state and federal/ national laws and statutes impactingpsychology, education and provision of services and (b) certification/licensure; (3) education/preparation, accreditation; (4) scientific and professional associations; (5) scientific foundation for practice and (6) professional identity. The six interrelated domains described in this conceptual framework are examined in light of the evolution of school psychology in two countries that differ considerably in their educational and cultural systems-the USA and Greece. The framework attempts to provide guidelines leading to a deeper understanding of the evolving common phases across interrelated domains at a transnational level. Future perspec...

Journal ArticleDOI
TL;DR: An Experimental Astronomy Curriculum or Thinking Journey was developed on the basis of a combination of Constructivism and Mediated Learning Experience (MLE) to serve as a vehicle for promoting a process of conceptual change in a wide range of students as mentioned in this paper.
Abstract: An Experimental Astronomy Curriculum or Thinking Journey was developed on the basis of a combination of Constructivism and Mediated Learning Experience (MLE). The Thinking Journey was designed to serve as a vehicle for promoting a process of conceptual change in a wide range of students. Its theoretical background, curriculum and an experiment to test its effectiveness with a class of low functioning high school girls are documented here. The study included an experimental (E) and control (C) group, each of which comprised 16 9th grade students. E focused on the concept of Earth within the framework of the Thinking Journey, while C was exposed to the conventional approach to the study of Earth within the Earth Studies curriculum. The results indicated the relative effectiveness of the Thinking Journey in promoting a process of positive change in the students' conceptualization of Earth, improving their knowledge of astronomy, enhancing their general scientific knowledge and developing their cognitive func...

Journal ArticleDOI
TL;DR: This article evaluated the effects of a school-based socialcognitive training program on 14 and 15-year-old students' locus of control, as assessed by the Nowicki-Strickland Locus of Control Scale.
Abstract: This study' evaluated the effects of a school-based socialcognitive training program on 14-and 15-year-old students' locus of control, as assessed by the Nowicki-Strickland Locus of Control Scale

Journal ArticleDOI
TL;DR: The Universal Nonverbal Intelligence Test (UNIT) as mentioned in this paper is a completely nonverbal test that can be administered as an Abbreviated or Screening Battery, a Standard Battery for special education eligibility decisions, or as an Extended Battery for diagnostic purposes.
Abstract: The Universal Nonverbal Intelligence Test (UNIT) is reviewed and critiqued. The UNIT is a completely nonverbal test that can be administered as an Abbreviated or Screening Battery, a Standard Battery for special education eligibility decisions, or as an Extended Battery for diagnostic purposes. Standardization was on a sample of 2,100 youths. Psychometric properties are adequate. Considerable data are presented in the manual that illustrates the appropriateness of this measure with an array of populations. The UNIT was developed to meet the needs of those who cannot be appropriately assessed using verbal methods. Clinical experience suggests that the authors realized their goal and that the UNIT is an instrument that should be used by practitioners and researchers. The main criticism of the UNIT is that it is less 'user-friendly' than optimal and it may, even for the experienced test administrator, require additional time to become proficient in its use. Interpretation procedures are similar to other cogn...

Journal ArticleDOI
TL;DR: Following almost two years' field practice, substantial study and discussion a cohort ofEducational Psychologists in Training (EPITs) as discussed by the authors shared their perspectives about the current challenges.
Abstract: Following almost two years' field practice, substantial study and discussion a cohort ofEducational Psychologists in Training (EPITs) (N = 11) shared their perspectives about the current challenges...

Journal ArticleDOI
TL;DR: This paper conducted a multi-instrument study concerning the coping skills of Kosovar children and found that children with strong coping skills and resiliency despite adversity showed strong closeness to their families, the importance they attribute to their parents' values of education, and the normal developmental need to socialize with other children side by side with some self-reported symptoms of stress.
Abstract: This study by the International Children's Institute, involved the administration of questionnaires to students (N = 182) and teachers (N = 33) in six Kosovar schools as part of a multi-instrument study concerning the coping skills of Kosovar children. Children in the study (most between 10-12 years of age) showed strong coping skills and resiliency despite adversity. Responses highlight students' closeness to their families, the importance they attribute to their parents' values of education, and the normal developmental need to socialize with other children side by side with some self-reported symptoms of stress. The role of schoo:l both as a teaching and learning agent, but also as a socialization agent, was demonstrated repeatedly. Students were concerned about academic attainment and socialization, whereas the teachers included significant data about student maladjustment, including withdrawal behaviour, acting out behaviour, psychosomatic reactions and stress. It would seem that the student response...

Journal ArticleDOI
TL;DR: In this paper, the authors address some of the key issues facing these grandparents: the emotional needs of grandchildren and grandparents, financial support, legal concerns and transitions, and suggest intervention strategies for school psychologists and counsellors.
Abstract: The past decade has seen a marked increase in the number of grandparents who are rearing their grandchildren. School psychologists and counsellors are increasingly called upon to assist this growing population. This article addresses some of the key issues facing these grandparents: the emotional needs of grandchildren and grandparents, financial support, legal concerns and transitions. Suggestions for intervention strategies for school psychologists and counsellors are offered.

Journal ArticleDOI
TL;DR: The authors used the Self-Perception Profile for Children (SPPC) to assess Hong Kong Chinese children's self-evaluations on five specific domains of competence or adequacies and on global self-worth.
Abstract: Self-evaluations on five specific domains of competence or adequacies and on global self-worth were assessed in a sample of 151 Hong Kong Chinese boys and girls (grade 3 to 6) using the Self-Perception Profile for Children (SPPC). Although self-perceptions on the five domains of Scholastic Competence, Social Acceptance, Athletic Competence, Physical Appearance, and Behavioural Conduct could be regarded as articulated and differentiated, these domains did not emerge as independent dimensions of self-evaluations. Hong Kong Chinese children appeared to associate school performance with behavioural conduct, and athletic prowess with physical appearance. Evaluation of the indexes representing the manner in which different specific domains of competence were integrated into global self-worth suggested that the independent assessment of global self-esteem was justified. The use of the SPPC with Chinese children and cross-cultural comparisons are discussed.

Journal ArticleDOI
TL;DR: For instance, the authors found that 35 percent of the articles published in Journal of School Psychology, School Psychology International, and School Psychology Quarterly from 1985 through 1999 that used participants failed to report whether they were female or male.
Abstract: Overall, 35 percent of the articles published in Journal of School Psychology, School Psychology International, School Psychology Quarterly and School Psychology Review from 1985 through 1999 that used participants failed to report whether they were female or male. Three, six and 56 percent of articles with participants used only females, only males, and both females and males, respectively. The failure of many articles to specify the sex of participants is a potentially serious problem. Unless the sex of participants is reported, one cannot ascertain to whom results should generalize or whether the sex of participants affects the variable under investigation. For these and other reasons, we recommend that researchers routinely specify how many of their participants are males and how many are females. This information requires little space to report and in most cases is easy to obtain.

Journal ArticleDOI
TL;DR: Results suggest that children's academic paths are estab lished by at least age 8 (Grade 3) and that children diverge academically and cognitively over the primary school years and that interventions designed to reduce the rural/urban gap in secondary school admissions may be more effective if started by age 8.
Abstract: In many Caribbean countries, secondary school positions are rationed to children who pass an examination they take at age 12. In St Vincent, children from villages are more likely to fail this exam...

Journal ArticleDOI
TL;DR: This paper defined intelligence as the ability to grapple with complexity with respect to the selection and engagement in activities and environments that promote attainment of four characteristics: resources, intimacy, competence and physical health.
Abstract: Intelligence is defined as the ability to grapple with complexity with respect to the selection and engagement in activities and environments that promote attainment of four characteristics. These characteristics of intelligent behaviour incorporate the individual's attainment of: Resources, Intimacy, Competence and Physical Health (RICH). These RICH characteristics encompass all possible human:reinforcers, are relatively obtainable by all individuals, are interrelated and incorporate each other in their definitions, and function to guide the diagnosis of individual deficits.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated the role perception and level of job satisfaction of Israeli school psychologists and found that most school psychologists wish to practice as clinicians and prefer to spend most of their time working with children in individual therapy, counselling their parents, and to a certain extent, consulting teachers.
Abstract: This study investigated the role perception and level of job satisfaction of Israeli school psychologists. A total of 1113 (873 women and 240 men) school psychologists participated in the study. Each participant was asked to fill out a questionnaire addressing four central aspects of the school psychologist's job: personal and professional background information, information regarding their job performance, preferred activities and further education preferences and information regarding the level of satisfaction from different aspects of the job. The questioning of most of the school psychologists in Israel allowed us to achieve a complete sense of what the school psychologists do and how they experience their job. Our findings showed that most Israeli school psychologists wish to practice as clinicians and prefer to spend most of their time working with children in individual therapy, counselling their parents, and to a certain extent, consulting teachers. However, both job perception and satisfaction we...

Journal ArticleDOI
TL;DR: The need for school psychologists has been fueled by the increasing demand to provide support to children with special educational, social and emotional needs for which teachers have traditionally viewed themselves solely responsible as mentioned in this paper.
Abstract: This article reviews the origin and growth of school psychol ogy in Greece, including the socio-cultural barriers inhibiting its devel opment and events facilitating its progress in the twentieth century and into the new millennium. The need for school psychologists has been fueled by the increasing demand to provide support to children with special educational, social and emotional needs for which teachers have traditionally viewed themselves solely responsible. With these growing demands came the introduction of laws that have broadened the role and emphasized the importance of educational services and have profoundly influenced the development of special education. One such law has called for the mainstreaming of students with special needs. Also discussed in this article are the current diversified role of school psychologists, the present status of special education and the services rendered to children with mental retardation, learning disabilities and serious emotional disturbance. Finally, the inf...

Journal ArticleDOI
TL;DR: In this article, a series of controlled studies in South Africa with pre-service teachers from a disadvantaged community, and with students of different cultural groups, developed and tested programmes based on MLE and on its vehicles, the Instrumental Enrichment (IE) thinking skills programme and the Learning Potential Assessment Device (LPAD), and suggest the potential value of MLE-based intervention programmes in contributing to the transformation of the South African education system from its previous apartheid-based methods and goals of compliance, conformity and passive absorptio...
Abstract: Mediated Learning Experience (MLE) is proposed here as an effective basis for bridging educational gaps and for promoting crosscultural co-existence and integration. A series of controlled studies in South Africa with pre-service teachers from a disadvantaged community, and with students of different cultural groups, developed and tested programmes based on MLE and on its vehicles, the Instrumental Enrichment (IE) thinking skills programme and the Learning Potential Assessment Device (LPAD). The unique nature of South Africa's sociopolitical situation, and the needs of particular population groups within this country, have served as the impetus for studying the effects of MLE, IE and the LPAD in conjunction with other constructs, approaches or programmes. These studies suggest the potential value of MLE-based intervention programmes in contributing to the transformation of the South African education system from its previous apartheid-based methods and goals of compliance, conformity and passive absorptio...

Journal ArticleDOI
TL;DR: In this paper, a random sample of 570 (227 males) from ten state-run high schools in Barbados, West Indies was selected and the SPSS/PC package was used for data analysis.
Abstract: This study focuses on assessment from an internal source (self) before any formal training is given to the students. A random sample of 570 (227 males) from ten state-run high schools in Barbados, West Indies was selected. Survey instruments used for data collection included semi-structured interviews and a questionnaire. The SPSS/ PC package was used for data analysis. Results showed leptokurtic, negatively skewed frequency distributions ofresponses for Achievement (Ac) and Understanding (Un) scales indicating a variation of emphases on self assessment techniques used without formal training. Principal component analysis in factor analysis showed that Ac, Un, Endurance (En) and to a lesser extent Autonomy (Au), contributed for approximately 35 percent of the total variance with Ac having the highest loading followed by Un (Ac: 0.77; Un: 0.71). Au with a small contribution from En (Au: 0.82; En: 0.16) contributed to 17 percent of the total variance. Au (0.30) contributed to 15 percent of the total varianc...

Journal ArticleDOI
TL;DR: In this article, the Positive Peer Group Intervention Program (PPIG) is designed to improve self concept among at-risk students using specific educational and social strategies, where teachers were asked to identify children showing any one of four functional and/or dysfunctional characteristics of leaders.
Abstract: Using specific educational and social strategies the Positive Peer Group Intervention Program (PPIG) is designed to improve self concept among at-risk students. Teachers were asked to identify children showing any one of four functional and/or dysfunctional characteristics of leaders (Positive Leaders; Controversial Leaders; Rejected Isolates and Neglected Isolates). 'Facilitators' worked with each of these groups. Since each group demonstrated qualitatively different social skills, it was hypothesized that the program would impact them differentially. Scales from the Piers Harris Children's Self-Concept Scale were analysed in a pre-post experimental-control design. After demonstrating statistically significant results, the differences among the four groups were investigated. The practical and educational implications of these differences are discussed.