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González-Cabrera, Joaquín; Sánchez-Álvarez, Nicolás; Calvete, Esther; León-Mejía, Ana; Orue, Izaskun; Machimbarrena, Juan M. – Psychology in the Schools, 2020
This study created a Spanish triangulated version of the European Bullying Intervention Project Questionnaire and obtained indicators of its validity and reliability. This new tool allows researchers to triangulate and flexibly investigate the three main roles in school bullying, obtaining seven potential roles (pure victim, pure bully, pure…
Descriptors: Psychometrics, Intervention, Bullying, Validity
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Fenning, Pamela; Diaz, Yahaira; Valley-Gray, Sarah; Cash, Ralph; Spearman, Caroline; Hazel, Cynthia E.; Grunewald, Stephanie; Riccio, Cynthia; Harris, Abigail – Psychology in the Schools, 2015
Increasingly, professional training programs are dealing with the need for competency-based assessments of student learning outcomes. This is particularly challenging in fields such as school psychology, with competencies identified by multiple accrediting bodies and state requirements. The primary goal of this study was to examine the degree to…
Descriptors: School Psychology, School Psychologists, Professional Development, Training
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Mautone, Jennifer A.; Marcelle, Enitan; Tresco, Katy E.; Power, Thomas J. – Psychology in the Schools, 2015
Family involvement in education, including the quality of family-school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the…
Descriptors: Attention Deficit Hyperactivity Disorder, Parent Teacher Cooperation, Interpersonal Relationship, Family Involvement
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Slaatten, Hilde; Hetland, Jørn; Anderssen, Norman – Psychology in the Schools, 2015
The aim of this study was to examine whether attitudes about gay-related name-calling, social norms concerning gay-related name-calling among co-students, teacher intervention, and school-related support would predict whether secondary school pupils had called another pupil a gay-related name during the last month. A total of 921 ninth-grade…
Descriptors: Foreign Countries, Homosexuality, Social Bias, Antisocial Behavior
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McCabe, Paul C.; Rubinson, Florence; Dragowski, Eliza A.; Elizalde-Utnick, Graciela – Psychology in the Schools, 2013
A national sample of educators were surveyed to identity the attitudes, beliefs, school culture, and perceived barriers that would predict whether educators would intervene to stop bias and harassment directed at lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) youth in schools. The survey questionnaire was organized according to the…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Teacher Attitudes
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Koegel, Lynn Kern; Ashbaugh, Kristen; Koegel, Robert L.; Detar, Whitney J.; Regester, April – Psychology in the Schools, 2013
Difficulties engaging in social activities are considered to be a core symptom of individuals with autism spectrum disorder (ASD). Both the literature and our clinical observations suggest that most individuals with ASD have a desire to engage in social activities, but social skill deficits make social interaction challenging, and in turn can lead…
Descriptors: Socialization, Adults, Asperger Syndrome, Pervasive Developmental Disorders
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Stefan, Catrinel A.; Miclea, Mircea – Psychology in the Schools, 2013
This study was designed to assess the effectiveness of a multifocused (child-, teacher- and parent-focused) prevention program for Romanian preschoolers, targeting social--emotional competence development, as well as reduction of behavior problems. Fourteen classrooms were randomly assigned to the intervention and control conditions. Subsequent…
Descriptors: Behavior Problems, Preschool Children, Prevention, Social Development
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Raimundo, Raquel; Marques-Pinto, Alexandra; Lima, Maria Luisa – Psychology in the Schools, 2013
This quasi-experimental exploratory study investigated whether a social-emotional learning program, implemented during a 1-year period, could lead to gains in social-emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to…
Descriptors: Social Development, Emotional Development, Elementary School Students, Student Characteristics
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Hoff, Kathryn E.; Ervin, Ruth A. – Psychology in the Schools, 2013
Notwithstanding the wealth of research that documents the effectiveness of self-management programs in the classroom, few investigations have explored classwide use of self-management procedures as a universal intervention. To extend existing research in this area, we examined the effectiveness of a classwide self-management intervention for…
Descriptors: Classroom Techniques, Self Management, Intervention, Grade 2
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Stauffer, Sterling; Heath, Melissa Allen; Coyne, Sarah Marie; Ferrin, Scott – Psychology in the Schools, 2012
Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in…
Descriptors: Prevention, Intervention, Student Behavior, Fidelity
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Dailor, A. Nichole; Jacob, Susan – Psychology in the Schools, 2011
Practitioner-members of the National Association of School Psychologists (N = 208) completed questionnaires regarding their ethics training, preparedness, the types of ethical transgressions and dilemmas encountered in the previous year, and the strategies used to solve problems. Respondents who received multilevel training in ethics (ethics…
Descriptors: Child Abuse, School Psychologists, Questionnaires, Ethics
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Metallidou, Panayiota; Vlachou, Anastasia – Psychology in the Schools, 2010
This study explored the self-regulated learning (SRL) profile of upper elementary (fifth and sixth grade) school children who were differentiated in their task value beliefs (low and high) in language and mathematics. Students' SRL profile involved their teachers' ratings of achievement outcomes and SRL behaviors. The subscale of task value…
Descriptors: Self Efficacy, Metacognition, Role, Beliefs
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Mautone, Jennifer A.; DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E.; Junod, Rosemary Vile; Volpe, Robert J. – Psychology in the Schools, 2009
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for…
Descriptors: Intervention, Attention Deficit Hyperactivity Disorder, Special Needs Students, Integrity