READING ENVIRONMENTAL PRINT: WHAT IS THE ROLE OF CONCEPTS ABOUT PRINT IN DISCRIMINATING YOUNG READERS RESPONSES?

For nearly four decades reading educators, educational psychologists, experimental psychologists, applied linguists, and early childhood educators have investigated children s widely acclaimed ability to read print found in the ecology of their everyday environments. This study examined how concepts-about-print knowledge interacted with other traditional measures of print knowledge, to affect children s reading of environmental print in context and out. The participants in this study were 97 children ages 4-7. Eight selected environmental print items were systematically maniupulated across five presentation conditions gradually removing aspects such as logo, color, font, and so on. This study demonstrated the important role that word recognition and concepts-about-print and word recognition were the most reliable discriminators between children who could accurately and consistently read environmental print displays, and those children evidencing lesser levels of development and expertise.     

Relationship between language competence and emotional competence in middle childhood

Research on children's emotional competence has received considerable attention in the last decade, including the role of language. Language competence (LC) and emotional competence (EC) comprise multiple components. These components and their specific interrelations have not been studied sufficiently. In our study, we examined relations between multiple components of LC and EC in a sample of 210 school-age children. Five measures represented LC: receptive vocabulary, verbal fluency, literacy, narrative structure, and the narrative use of evaluative devices. Four measures represented EC: expressive emotion vocabulary, declarative emotion knowledge, awareness of mixed emotions, and facial emotion recognition. Results showed strong positive correlations between LC and EC ranging between r = .12 and r = .45. In particular, receptive vocabulary and literacy were closely related to emotion knowledge and awareness of mixed emotions. A confirmatory factor analysis revealed that there is a common general ability factor for LC and EC. We discuss why receptive vocabulary and literacy might be so strongly related to emotion knowledge in school-age children. Our findings have implications for developmental psychologists, educational research, and speech-language pathologists.     

家庭收入与儿童早期的社会能力：中介效应与调节效应

以325名幼儿为被试,收集母亲报告的家庭人均月收入、儿童一般社会能力和家庭环境,及教师报告的师生关系,考察了家庭收入在儿童早期社会能力中的作用,及家庭社会文化环境在其中的中介作用和家庭情感环境在其中的调节作用。结果发现：(1) 高收入家庭儿童的一般社会能力及师生关系质量显著高于低收入家庭的儿童;(2) 在家庭收入对儿童一般社会能力的预测中,家庭社会文化环境中的智力-文化取向与社交-娱乐取向均发挥了中介作用,家庭情感环境中的控制性发挥了调节作用,且家庭智力-文化取向的中介作用受到了家庭控制性的调节;(3) 在家庭收入对师生关系质量的预测中,家庭情感环境中的控制性和矛盾性发挥了调节作用。     

Educational psychology in England and Wales

This paper describes the work of educational psychologists in England and Wales, within the context of the educational system in this part of the United Kingdom. The school system and its relationship to local national control is discussed. The development of psychological services is considered from their origin in 1913 to the present day, and data are given concerning the demographic aspects of the profession and current patterns of training. Current major contributions of educational psychologists are reviewed in a context of change consequent upon development from within the profession and that forced upon the profession by recent legislation, in particular the 1981 Education Act which, for the first time, gives educational psychologists a statuary role, in the assessment of children's special educational needs.     

教育现实情境取向的教育心理学研究——德国近十年教育心理学发展的基本走向

摘 要：迄今国内对德国教育心理学的发展状况了解、评介甚少。在全球化的今天,将目光聚焦于曾对心理学,其中包括教育心理学做出过巨大贡献,至今仍在国际心理学界占一席之地的德国十分必要。文章以三种德文教育心理学权威学术期刊近十年发表的论文为资料源进行分析,概括出德国教育心理学的新近发展特点是：以教育现实情境为基本研究取向,以学习者心理研究为中心,以量化研究为主并注重多方法结合,凸现了教育心理学对教育实践的指导价值。德国教育心理学发展的基本走向为：重视校外环境对学习者的影响,重视教与学双主体的相关能力及面临的问题的解决,重视以多媒体网络技术为基础的新媒体的作用、重视整合研究及国际交流等。     

Integrating consultation and program evaluation in school psychology

Consultation approaches to providing psychological services are widely used by school psychologists. Recently, the need for school psychologists to be proficient in educational program evaluation has been recognized. The present paper discusses how school psychologists can use their existing consultation skills as an approach to program evaluation. The integration of consultation skills with evaluation results in an approach to program evaluation that is particularly useful where program goals and objectives are broad and nonspecific (as in many educational innovations). Also, the consultation approach to evaluation is easier for school psychologists to blend with their other roles in schools than the assessment-oriented evaluator role of some evaluation models. The consultation approach to evaluation is illustrated using a federally sponsored training program for school teachers and administrators.     

Understanding the School Experience of African-American Homeless Children

Homelessness is a devastating problem that breeds far-reaching negative impacts on all aspects of children's lives, including their school experience. Fifteen homeless, African-American children in grades 3 through 6 were interviewed about their experiences at school, as well as their future educational and career aspirations. Findings of a grounded theory analysis reveal that these children struggled to envision a safe future through seeking predictability, personal connections, and academic achievement, and provide insight for interventions. The study examines the ways the children constructed meaning out of their school experience, understood their transitions, and set life goals. By understanding the ways these youth experience their school experience, psychologists, counselors, and educators can be better equipped to serve their needs by providing support services that support their development, by developing educational practices that shape realistic educational goals, and by moving toward systemic change through collaborating with administrators and other stakeholders.     

国外有关非智力因素的实证研究

国外的许多心理学家已经对非智力因素问题进行了大量的实证性研究。心理测量学家们主要是围绕智力因素与非智力因素的关系展开研究。而一些教育心理学家和实验心理学家则宁可去研究动机、情感、人格等因素对学生学业成就的影响。对国外非智力因素实证研究的回顾将有助于今天国内的非智力因素研究。     

Between the laboratory and life: child development research in Toronto, 1919-1965

Between 1919 and 1956, psychologists at the University of Toronto built a research program in developmental psychology on a functionalist, holistic, and ecological basis. They conducted longitudinal studies on mental health in growing children in educational settings instead of in laboratories and formed strong alliances with the local educational system in order to do so. They initially defined mental health as adjustment and considered conditions within schools to be conducive to its attainment. After developing a psychological theory of personality development, they came to view educational conditions as discouraging the development of mental health. The alliance between the educational system and psychology consequently unraveled, and the program declined.     

样例学习研究的发展及问题

样例学习是教育心理学古老的研究课题,受到认识和教育心理学家的高度重视。章主要介绍了20世纪80年代以来对样例内特征、样例间特征以及自我解释效应的研究成果,指出了样例学习研究尚待进一步解决的问题,为将来进一步探讨样例学习提供了新的参考框架。     

Survey of School Psychologists' Attitudes,Feelings, and Exposure to Gay and Lesbian Parents and Their Children

Abstract

School psychologists' attitudes and feelings toward gay and lesbian parents were surveyed in relation to their training and exposure, and professional services offered to gay and lesbian parents and their children. The relationship between attitudes, feelings, training, exposure, and demographic characteristics was explored as well. A stratified random sample of 500 school psychologists who were members of NASP was surveyed using a 30-item questionnaire. Out of the 500 surveys sent, 267 school psychologists (53.4%) returned them. Overall, school psychologists have positive attitudes and feelings toward gay and/or lesbian parents. More specifically, school psychologists who were female, homosexual/bisexual, or living in the Western region of the United States had significantly more positive attitudes and feelings toward gay and/or lesbian parents. Although few school psychologists (30%) received any formalized training, those who had some training indicated more positive attitudes. The majority of school psychologists (89.4%) reported having personal associations with homosexual individuals. More exposure to homosexual individuals by a school psychologist indicated more positive attitudes as well as feelings. Implications of the findings and future research directions are discussed.     

Parental expectations and school relationships as contributors to adolescents’ positive outcomes

Researchers examined associations of parental expectations and parental school relationships with school outcomes among U.S. middle and high school students. Nationally representative data involving families from the National Household Education Surveys were analyzed with structural equation modeling. Measures included interview responses about parent expectations for their children’s long term educational attainment (ranging from dropping out of high school to obtaining a JD/PhD/MD) and how much parents feel welcomed at school, trust and have positive interactions with educators. The latter three variables formed a latent variable called parent school relationship. Analyses controlled for SES (parents’ educational attainment and household income), family structure, gender, and ethnicity. The school outcomes variable was derived from parental report of students’ grades, retention in any grade and behavior problems at school. Parental expectations were positively related (standardized path coefficient = .44, $p<.01$ ) to positive school outcomes and had a stronger effect than SES (standardized path coefficient = .24). Parent school relationships were also positively related to school outcomes. These findings suggest that psychologists and educators should be aware of the potential for parents to play a significant role (e.g., via expectations and developing supportive relationships with educators) in children’s education, even in middle and high school.     

Systemic Reflecting Team Training: Perceptions and Experiences of South African Educational Psychologists

Abstract

There is limited research on the application of systemic family therapy in developing countries. This qualitative study explored the perceptions and experiences of 12 educational psychologists and a family therapy trainer, who have worked within a systemic reflecting team using Tom Andersen’s method of training and supervision. The semi-structured interview findings suggested positive perceptions of systemic intervention, despite various challenges experienced in its implementation within the South African context. The educational psychologists identified their reflecting team experiences as being beneficial for both their professional development and current practices. Future research which investigates the reflecting team process in action is recommended.     

Factors leading to orphans and vulnerable children living in community-based homes

This study explored the influences on living arrangements of orphans and vulnerable children (OVC) housed at a community-based home in Johannesburg, South Africa. A total of 50 OVC (males = 36%, females = 64%; age range 11 to 18 years) completed an open-ended questionnaire, while some of them also participated in individual interviews and focus group discussions on how they became residents of the community-based home. The data were thematically analysed. Findings suggest their choice to live in a community-based care setting to have been influenced by homelessness with accompanying poverty, health issues, experiences of child abuse and neglect, discrimination, and domestic violence. School psychologists working with OVC from community-based homes should consider pathways by which the children could be provided with needed support for resilient health and wellness.     

Rorschach Comprehensive System data for a sample of 75 Danish 9-year-old children: a pilot study

This article provides a normative study documenting how 75 Danish nonpatient 9-year-old children respond to the Rorschach test. The children were selected randomly from nine different parts of Denmark and tested with the Rorschach by 10 different psychologists. All examiners were familiar with the Comprehensive System (CS; Exner, 2003), and before the data collection they participated in a 3-day workshop performed by the research group that focused on administration, inquiry, and scoring issues. Among the results are an average R of 23.6 and an average Lambda of 2.01 (median = 1.18). Slightly more than 60% of the sample had an Avoidant style (63%); 41% had a CDI of 4 or 5; and 33% were positive on the HVI. In terms of perception and thinking, average values were .44 for X+%, .27 for X-%, and 9.4 for the WSum6.     

Untapped Potential: Psychologists Leading Research in Clinical Practice

Enhancing the capacity of allied health professionals to engage in research is central to improving healthcare delivery. Psychologists have research skills given their training focus that emphasises the scientist‐practitioner model. We aimed to investigate among psychologists the link between individual research capacity and their current level of research activity, how this compares with other allied health professions, and the role of team and organisation research capacity. Psychologists (n = 60) working in clinical roles in a large metropolitan public health setting completed an online survey consisting of the validated Research Capacity and Culture tool, and questions related to current research activities, barriers, and motivators. The results indicated that psychologists reported relatively high individual research capacity, higher than both team and organisation levels, and greater individual research capacity compared with studies of dietitians and a mixed group of allied health. Preliminary findings suggested that team research capacity mediated the link between individual research capacity and the level of current research activity. Finally, barriers and motivators to research activity were similar compared with studies of other allied health professions. Overall, a multi‐strategy approach that focuses on and facilitates practice‐based and interdisciplinary research, and enhances the leadership skills of psychologists in research, as well as broader efforts from an organisational perspective to build a strong and sustainable research culture, may contribute to the rapid use of research skills in clinical practice and improve health and healthcare delivery.     

The gender-stereotyped nature of christmas toys received by 36-, 48-, and 60-month-old children: A comparison between nonrequested vs requested toys

This research provides normative information on the gender-stereotyped nature of Christmas toys that children received from their parents. A list of over 500 toys was obtained from the parents of 86 children between the ages of 31 and 65 months. The toys were rated and placed into gender-stereotyped groups, and were categorized into child requested or nonrequested groups. It was found that the children had considerable input into the types of toys they received from their parents for Christmas, requesting approximately one half of the toys. Toys the children requested were judged to be more gender stereotyped than nonrequested toys. Very few boys received either requested or nonrequested toys considered stereotyped for the opposite sex. In contrast, one third of the girls received at least one toy judged to be stereotyped for the opposite sex. Also, boys appeared to develop sex-typed interests in toys at an earlier age than girls, and they requested 72%, 76%, and 75% gender-stereotyped toys in the corresponding age groups of 36-, 48-, and 60-months. The girls' sex-typed interests in toys lagged behind the boys', with girls requesting 29%, 51%, and 73% gender-stereotyped toys for the same age groups. In the nonrequested condition, parents selected types of toys judged to be traditionally more sex role neutral and emphasized musical instruments, art supplies, and educational toys for their sons and educational toys for their daughters.     

The role of the school psychologist in the inclusive education of school-age children with autism spectrum disorders

Two independent trends are impacting school psychologists with regard to their involvement in the education of students with autism spectrum disorders (ASDs): increasing prevalence estimates of ASDs and an emphasis on the inclusion of students with special needs in regular education classrooms. In light of these trends and growing awareness of the need for evidence-based practices in the field, school psychologists can expect to be involved in the educational programming of students with ASDs and should be knowledgeable about empirically supported strategies relevant to inclusive education of these children. The purpose of this review is to familiarize school psychologists with currently available intervention techniques by describing each strategy and outlining the degree of empirical support for each. Strategies for managing disruptive behaviors, promoting learning, and facilitating social integration are reviewed.     

Do Mixed Unions Foster Integration? The Educational Outcomes of Mixed-Parentage Children in Italy

We investigate the nexus between intermarriage and immigrant integration by analyzing mixed-parentage children’s educational outcomes. We use Italian Labor Force Survey data to compare the upper secondary school participation of children of different types of mixed unions with that of children of two native and two migrant couples. Our results show that mixed-parentage children perform halfway between natives and immigrants, but their educational careers are highly heterogeneous. Among families with non-Western origins, mixed-parentage children improve substantially with respect to their peers with two migrant parents. But if the mother was born abroad, the children still exhibit higher dropout risks and lower general school enrolment as compared to children of natives and all other mixed-parentage children. A pivotal role in accounting for this educational disadvantage is played by the higher incidence in this specific type of union of nonstandard family dynamics and household fragilities that may give rise to less parental monitoring and lower educational performance. This finding is consistent with a prediction based on the status exchange theory, according to which such unions are more likely affected by instability and conflict.     

Neuropsychological Assessment

Although it has been known for more than a hundred years that subtle damage to specific brain areas can result in reading, listening comprehension, and expressive speech problems, the topic of brain-behavior relationships has only recently become of interest to psychologists and others serving children with learning problems. Comprehensive batteries for neuropsychological assessment of children, such as the Reitan-Indiana and Luria-Nebraska Children's Batteries, have demonstrated diagnostic validty, with agreement between findings on the two Batteries in the range of 90%. For those wishing to assess some aspects of children's neuropsychological functioning without the use of a comprehensive battery, guidelines are proposed for the neuropsychological interpretation of assessment instruments commonly used by school psychologists and educational diagnosticians.