学校心理学在某些国家的发展与现状

本文就学校心理学这一学科在某些国家的发展与现状作了简要介绍。其内容有：学校心理学的发展历史;学校心理学的专业教育;学校心理学服务的对象和内容;学校心理学服务机构的设置;学校心理学家的组织管理;学校心理学所面临的主要问题;学校心理学问题的解决。     

荆其诚的国际心理学思想与实践

荆其诚先生是当代中国著名的心理学家, 是改革开放后中国心理学界在国际上的代言人。他视野开阔, 是颇具造诣的实验心理学家, 也是功底深厚的理论心理学家。文章没有涉及他在认知与发展心理学方面所做的贡献, 只从理论方面分析他的国际心理学思想及实践, 找寻他对心理学研究所持的基本态度与价值追求。文章认为荆其诚在宏观把握心理学的发展逻辑后, 以“两个阵营的心理学”来界定心理学的现状, 坚信心理学的未来是一种国际的心理学。为了达成这一学术理想, 荆其诚不仅撰文将国外心理学介绍到中国、将中国心理学推介到国外, 还积极投身于国际心理学组织与实践, 长期担任国际心联的领导职务, 组织并主持召开了2004年第28届国际心理学大会。荆其诚的一生为彰显心理学的国际维度、促进国际心理学交流、将中国心理学推上世界舞台作出了巨大贡献。     

浙江省心理学会学校心理专业委员会成立

1999年5月间月，浙江省心理学会学校心理专业委员会成立大会在杭州隆重召开。国际学校心理学会前任主席、国际心理测量学会现任主席、国际儿童教育基金会会长、佛罗里达大学基础教育系主任ThomasOakland教授作了题为《国际学校心理学的发展历史和现状》的报告，并表示他代表的各种国际协会愿意支持我省的学校心理学事业，希望我省学校心理学兴旺发达，有可能在不久的将来在杭州召开国际学校心理学年会。省教育科学研究所周红玉副研究员介绍我省学校心理学工作情况；安吉路实验学校心及辅导员张莹老师和杭二中心理辅导员何东涛老师分别作了…     

国外政治心理学研究的现状与展望

政治心理学是研究政治过程和心理过程相互作用规律的科学。本文论述了国外政治心理学发展的历史背景与进程,阐明了目前国外政治心理学研究的现状：对政治个体、政治群体、国际政治的研究。分析了国外政治心理学未来的发展方向：理论化和系统化;重视政治心理学双向互动机制的研究;关注国际政治中的心理问题;研究方法兼收并蓄。     

国外学校心理学的发展及其启示

本文首先考察了国外学校心理学的发展历史和现状,并对国外学校心理学的发展趋势作出了预测。接着从我国中小学生及大学生的心理健康现状及我回学校心理服务现状两方面分析了建立我国学校心理学的条件。最后,对如何建立建设我国学校心理学提出了建议。     

学校心理学专业化

本文扼要介绍由联合国教科文组织和国际教育局于1948年召开的第一次有关学校心理学的会议,此作为学校心理学始倡,以及会议分发给世界各国政府的问卷节要,讨论了学校心理学的不同任务,特别是普通教育系统中特殊教育的随班就读的各项任务。本文还概述了学校心理学在智力甑别、社会适应、教学咨询和职业指导方面的作用;尝试性地提出了以前忽略学校心理学的问题,指出它在我国将来发展的前景。     

美国学校心理学的发展、现状和未来

本文通过大量翔实的资料,从历史发展的角度,详细论述了美国学校心理学的诞生过程及其影响因素;全面介绍了美国学校心理学家的训练模式和课程设置情况;阐述了学校心理学家的角色功能及其发展历程。对过去和当前学校心理学家的职责范围和工作性质进行了分析和说明。作者认为,学校心理学是心理学家在社会需要的基础上将心理学理论应用于社会实践的结果,它不是一门科学或学科．而是一种职业、行业或专业．学校心理学必将有更大的发展．     

第十届国际行为发展研究会学术会议介绍

国际行为发展研究会(International Society for the Study of BehaviouralDevelopment ISSBD)是国际上著名的多学科研究人类行为发展的学术团体,有来自心理学、教育学、社会学、生物学、医学等领域的近千名学者所组成,会员遍布48个国家、地区。     

辩证法心理学发展的曲折道路与新机遇

当前国际上所兴起辩证法心理学研究的热潮对于克服当代心理学的深层困境,推动理论心理学研究与重建心理学理论具有重要意义。然而辩证法心理学的发展道路并不平坦,其根源在于以下事实:1)科学实证主义的"无矛盾"原理与辩证法是格格不入的;2)当代辩证法心理学理论并不是完美的,其本身还存在弊端。当今由于社会建构论的兴盛与理论心理学的复兴为辩证法心理学的发展又提供了新的机遇。     

欧洲大陆法律心理学述评

对欧洲大陆国家的法律心理学发展状况作了述评。全文包括３部分：对相关概念（犯罪心理学、审判心理学、法律心理学、司法心理学）的辨析;欧洲大陆国家法律心理学的现状;简要评价。     

An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields

This article describes the results of three studies designed to understand better the journal operations, publishing practices, and impact of school psychology journals in recent years. The first study presents the results of a survey focusing on journal operations and peer-review practices that was completed by 61 journal editors of school psychology and aligned journals. The second study presents the results of review and classification of all articles appearing in one volume year for nine school psychology journals (i.e., The California School Psychologist, Canadian Journal of School Psychology, Journal of Applied School Psychology, Journal of School Psychology, Psychology in the Schools, School Psychology Forum, School Psychology International, School Psychology Quarterly, and School Psychology Review). The third study employed multilevel modeling to investigate differences in the longitudinal trends of impact factor data for five school psychology journals listed in the Web of Science (i.e., Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Quarterly, and School Psychology Review). The article addresses implications for authors, editors, and journal editorial teams as well as the status and impact of school psychology journals.     

Pediatric topics in the school psychology literature: publications since 1981

Pediatric topics have potential importance to school psychology given the field's new, broadly conceived definition, reconceptualization of schools as health delivery sites, burgeoning pediatric knowledge with educational implications, and expansion of pediatricians' roles into behavioral realms. This article addresses the rate at which pediatric-related articles were published among school psychology journals (Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Review, and School Psychology Quarterly) from 1981 to 2001. The overall number of such articles increased from 11 during the 1981-1983 interval to more than twice as many during every subsequent 3-year interval. Articles, some reporting empirical findings and others offering reviews or practice suggestions, concerning traditional health conditions and attention deficit hyperactivity disorder (ADHD) appeared to be ample. Fewer articles concerned with school psychologists as health care providers and school psychologist-pediatrician collaboration were found. The available literature seems to support school psychologists' widening role definition.     

A cooperative approach to the internship in school psychology

The internship program in school psychology in Ohio involves the close and continuing cooperation of the Ohio Department of Education, Ohio Inter-University Council on School Psychology, and field supervisors employed by local school districts. The roles of each are briefly discussed.     

A Call for Greater Collaboration Between the Counseling Psychology and School Counseling Professions

Recently, The Counseling Psychologist (Vol.32[2], 2004) published a special issue titled “Counseling Psychology and School Counseling.” A cadre of counseling psychologists and counselor educators was assembled by the special issue editors, F. A. Hoffman and R. T. Carter (2004), to react and respond to J. L. Romano and M. M. Kachgal's (2004) article that stressed the need for greater collaboration between the counseling psychology and school counseling professions. A range of perspectives and views was represented in this issue. The current article summarizes these accounts and offers implications for counseling psychology.     

On becoming a school psychologist: A semiautobiographical account

As an example of the development of an early school psychology program in the Southwest, the beginning of Child Study and Consultation Service is described. The unique aspect of this program undoubtedly had to do with its relationship to a demonstration mental health center and a consultation program started in several elementary school districts in the area. Beginning with a consortium of five school districts, it was later expanded to include 16 school districts with a staff of 15 doctoral-level school psychologists. This account also describes the author's involvement with the Division of School Psychology and some of the major issues facing the division in the late 1950s and 1960s. An attempt is made to show how the author's educational and work experiences contributed to the philosophy, policies, and practices of school psychology.     

How are high school studies related to performance in a psychology degree?

The relationship between performance in final high school studies, on which the university entrance system is based, and performance in a psychology major at university is examined. A total of 241 students were identified who completed first year psychology at a regional university, and had started university within two years of completing high school. Their marks in psychology subjects over the 3‐year major program, their University Admission Index (UAI) and Higher School Certificate subject profile were extracted from the university student records system and subjected to a series of analyses. Psychology marks were averaged to produce a score for each of the three year‐levels. UAI correlated with performance at all three levels (.42 – .49) and was the strongest predictor of performance. Having studied mathematics or a creative arts subject, but not a science subject, had a significant impact on performance in the psychology course over and above the influence of UAI score.     

School psychology in the USA: Reminiscences of its origin

As an example of the development of school psychology programs in the cities of the U.S., the early history of the Chicago Bureau of Child Study is described on the basis of personal involvement and prior records and literature. Program and services, requirements, and training are discussed. The early years of the Division of School Psychology of APA are covered in the reminiscences of a founding member and its 7th president, with memories of the outstanding women and men who headed school psychology programs in the cities of the nation in the 40s and who were leaders in Division 16. Theories and practices in general educational administration, especially decentralization, are shown to affect school psychology. Program differences in psychological services between cities, possibly greater in the early days than now, reflect the backgrounds and interests of their leaders. In international psychology, the dangers of exporting western techniques and concepts in ways that may do more harm than good are discussed, along with the too often overlooked values of importing ideas from overseas. Current issues are seen against the historical development of school psychology, with a plea for thorough historiographic research to amplify, document, and correct these and other personal memoirs.     

Regional Congress of Psychology for Professionals in the Americas

Mexico City was the venue of the first Regional Congress of Psychology for Professionals in the Americas which was held from 27 July to 2 August 1997. This imaginative initiative was organized by the Instituto Mexicano de Investigacion de Familia y Problacion (IMIFAP) and the Associacion Mexicana de Psicologia Social (AMEPSO), and had the international support of the International Association of Applied Psychology (IAAP), the International Union of Psychological Science, the Interamerica Society of Psychology (SIP), and the International Association of Cross-Cultural Psychology (IACCP). With a view to not only stimulating the development of professional psychology in Latin America but also strengthening the interface of the science and practice of psychology internationally, the Congress was an outstanding success as evidenced by the depth and quality of its scientific programme, the rich variety of its programme of social and cultural events, and its huge attendance.     

The Section of Psychology: Psychology in an Academic Health Sciences Center's Department of Behavioral Medicine and Psychiatry

This paper describes the organization of the Section of Psychology, Department of Behavioral Medicine and Psychiatry, School of Medicine, Robert C. Byrd Health Sciences Center, West Virginia University, Morgantown. The organization of psychology is described in terms of the 10 organizational variables for psychology outlined by the Working Group on Governance and Administration from the 1995 Association of Medical School Psychologists, Georgetown Conference. Several aspects of the Department are highlighted that may account for the success of psychology section model including collegial relationship between the disciplines of psychology and psychiatry. The paper describes in detail how the section works, key successes, major obstacles encountered, and future challenges.