School Psychology annual journal update: Revising open science standards.

School Psychology is an outlet for research on children, youth, educators, and families that has scientific, practice, and policy implications for education and educational systems. In this editorial, annual updates are provided regarding journal impact, award winners, special topics, and editorial leadership, as well as reflections on how the journal engages in the open science process to promote transparency, rigor, and reproducibility in the science produced in the field of school psychology. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Reception of experimental pedagogy and psychology in Chile. Analysis of the intellectual influences of Wilhelm Mann, 1904-1915.

This article provides a detailed analysis of the intellectual research project of Wilhelm Mann, one of the pioneers of experimental and educational psychology in Chile. Mann's work has been the object of so little analysis that his intellectual influences and networks are not clearly known. We analyzed 338 intratext citations from 22 works by Wilhelm Mann published during the period 1904-1915. As a result, we obtained a mapping of his cooperation networks and used a quantitative approach to study the authors who most influenced his career, among whom were William Stern, Herbert Spencer, Wilhelm Wundt, Alfred Binet, and Ernst Meumann. Mann was closely connected to the international and contemporary advances and discussions of his time, despite the lack of infrastructure and difficulties in communication. Mann was the first psychologist to develop a long-term project in Chile that aimed to measure the individualities of Chilean students and their intellectual development.

A bibliometric and content analysis of Best Practices in School Psychology.

Best Practices in School Psychology is one of the most influential books in school psychology history. Originally published in 1985 by Thomas and Grimes, it was the first book offered by the National Association of School Psychologists. Its six editions have been revised every 5-8 years. Utilizing Publish or Perish as well as cross-referenced tables of contents from Best Practices, a bibliometric analysis of its 589 chapters and 37 appendices was completed. Results yielded 15,812 citations in Google Scholar-most citations (6,448) stem from its fourth edition, published in 2002. One chapter by Good et al. (2002) was cited more than 400 times, and five other chapters were cited more than 300 times. In all, 42 chapters were cited more than 100 times. Content analysis revealed that most chapters primarily addressed domains reflecting data-based decision making and interventions. The 79 most cited chapters generated almost two-thirds of all citations, and at least one-third of the citations to each of the 10 most cited chapters emerged from student projects, such as theses and dissertations. The editors, authors, and reviewers of Best Practices have produced a massive number of chapters across six editions, and although these publications were initially intended to guide practicing school psychologists, they have had a substantial impact on scholarship, including student projects. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Statement by Division 16 of the American Psychological Association: Safety of Schools (SOS) Task Force.

This is an official statement of School Psychology, Division 16 of the American Psychological Association, and does not represent the position of the American Psychological Association or any of its other divisions or subunits. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A call for increasing the use of mixed methods research in school psychology: Introduction to the special issue.

This article introduces the special issue, Using Mixed Methods to Advance Science and Practice in School Psychology. The goals of this special issue are to (a) provide conceptual, theoretical, and practical recommendations for increasing the use and quality of mixed methods research in school psychology and (b) feature studies that use a range of mixed methods designs and analyses. In this introduction, we assert that implementing high-quality mixed methods research can help our field solve urgent, complex problems in schools, yet mixed methods research remains underutilized. We summarize the articles featured in this special issue to help establish the merit of mixed methods research, and we close with a call for increasing the use of mixed methods research in school psychology by: (a) creating a pipeline of researchers trained in mixed methods, (b) bridging mixed method and school psychology research, and (c) increasing funding opportunities that support this research. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Commentary: Mixed methods research in school psychology.

This commentary argues that mixed methods research provides an opportunity to advance research and practice in school psychology. This commentary summarizes the four articles featured in the special issue, including identifying fundamental concepts relevant to mixed methods research and common themes that cut across these publications. The commentary also draws readers attention to future directions and the need to advance mixed method and qualitative research in several domains. This includes using more complex mixed methods designs that reflect stronger integration of strands throughout the research process along with leveraging qualitative methods that represent participant views and experiences more fully. In addition, future studies would also benefit from the integration of more complex designs that allow for quantitative and qualitative strands to be joined across the life of a research study, including the use of complex joint displays which can inform theory and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Commentary: Promise and unrealized potential of mixed methods research in school psychology.

Mixed methods research (MMR) has been proposed as one potential remedy for the persistent research-to-practice gap in school psychology. This commentary underscores MMR's promise in producing research that can bridge this divide while emphasizing the ongoing need for more exemplary MMR studies within the school psychology literature. We propose Rogers (1995) model of innovation adoption as a framework for understanding why MMR remains underutilized in school psychology research. Factors such as the complexity of well-executed MMR research and the limited MMR expertise within the school psychology field are discussed. The willingness of the field to address these challenges and embrace MMR more fully is pivotal to the future of school psychology research. This commentary invites examination of these issues to help propel school psychology towards greater integration of research and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Educational Psychology: The Key to Prevention and Child-Adolescent Mental Health.

BACKGROUND: Educational psychology ranks second, after clinical psychology, in terms of professional activity profiles but in recent decades, the role of the educational psychologist has blurred. METHOD: The specialized literature was reviewed, and previous works by the author on the subject were updated. RESULTS: This article emphasizes the relevance of educational psychology for the prevention and promotion of child and adolescent mental health. For this purpose, we must delimit the functions of the psychologist in educational contexts, differentiating it from other professional roles. To this end: (1) the main functions of the educational psychologist with students, their families, and teachers are proposed; (2) the postgraduate training necessary to perform these functions is described; and (3) the relevant role that educational centers can play in the promotion of child and adolescent mental health is shown, using, as an example, two problems: Bullying-cyberbullying and depression in childhood and adolescence. CONCLUSIONS: Schools should incorporate educational psychologists to develop assessment, prevention, and intervention activities, and schools must be contexts where emotional well-being is promoted and psychological and mental health problems are prevented. The work makes a proposal for intervention from educational psychology.

Publication and characteristics of qualitative research in School Psychology journals between 2006 and 2021.

To understand the evolution and current status of qualitative research in School Psychology, we reviewed 4,346 articles published across seven school psychology journals between 2006 and 2021. The bibliometric analysis indicates that publication of qualitative research has increased over the years, but remains small (3%) when seen against the total volume of journal publications. Less than 5% of articles in all but one journal were qualitative. The most commonly explored topic was diversity, equity, and social justice accounting for 23% of the qualitative articles. In total, 55% of the studies were conducted in the United States. Although many studies did not specify participants' race and gender, the most commonly reported research participants were K-12 students, female, White, and from the United States. We discuss these findings and provide recommendations. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Best practices for examining and reporting the social consequences of educational measures.

Despite general agreement about the importance of test score relevance, utility, and consequences, empirical articles rarely examine or report these facets of validity. The purpose of this special issue of School Psychology was to provide empirical examples that examine the social consequences of educational test score use. The goal was to illustrate best practices in social consequence considerations and encourage future measurement articles to go beyond a basic consideration of psychometric properties. In this overview article, we provide an overview of validity frameworks and their application in education research. We also review the current state of social consequence research and offer recommendations to increase and improve this research in our field. After summarizing the articles and commentaries in the special issue, we conclude by describing a framework for guiding test development and ongoing evaluation from a social consequence perspective. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Integrating cognitive load theory with other theories, within and beyond educational psychology.

BACKGROUND AND AIMS: The long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning and instruction. However, the theory has become more multidisciplinary over time, drawing on theoretical perspectives both within, and beyond, educational psychology. RESULTS: This Editorial presents a brief historical overview of key developments in CLT and seven key themes that are pertinent to research on CLT. These themes are as follows: Level of Expertise, Cognitive Load Measurement, Embodied Cognition, Self-Regulated Learning, Emotion Induction, Replenishment of Working Memory, and Two Subprocessors of Working Memory. Summaries of the nine empirical contributions to the special issue are presented and discussed in relation to how they provide insight into one or more of these themes. CONCLUSIONS: Understanding the variables that impact student learning and instruction has always represented the core aim of CLT. The growing multidisciplinary features of CLT should provide researchers and practitioners with more holistic perspectives of the factors that predict student learning and, in turn, guide instructional design.

Women of color and the hidden curriculum of school psychology doctoral programs.

Doctoral training programs educate future practitioners, scholars, and researchers. They therefore are an important site of inquiry for critical school psychologists interested in interrogating and confronting the inequities that exist within the field. We conducted four focus groups with 15 Black, Indigenous, and Women of Color (BIWOC) students in various APA-accredited school psychology Ph.D. programs to understand how they experienced their programs. We argue that the programs delivered a hidden curriculum to the participants through various socializing, vicarious, and disciplinary events, in addition to the official curriculum delivered to all students. Data analysis indicated that the hidden curriculum was delivered in four settings and consisted of six lessons, including (a) you do not belong here, (b) you cannot be trusted, (c) you are on your own, (d) you are not safe here, (e) you are a token, and (f) you will only get performative allyship from us. We discuss each of these lessons and contemplate on ways in which programs and faculty can combat their deleterious impact on the students.

The invisible work of persisting: BIWOC students in school psychology doctoral programs.

There are growing calls to diversify the ranks of school psychology practitioners, graduate educators, and researchers by recruiting more students of color in school psychology doctoral programs. Past research on retention across many fields in higher education indicates that Black, Indigenous, and women of color (BIWOC) students entering doctoral programs encounter isolation, lack of support, and microaggressions. Although this literature has illuminated how doctoral programs can push out BIWOC students, it has been critiqued for overlooking the creative and strategic means they use to stay in their programs. We analyzed 12 focus group interviews conducted with 15 BIWOC students in school psychology doctoral programs across the United States. Using the analytical construct of agency, we coded the transcripts to identify agentic actions of BIWOC that went beyond standard graduate school demands. We identified six types of actions that BIWOC carried out to combat the systemic barriers they encountered: teaching, protecting others, self-advocating, organizing, searching for community, and self-editing. Given that these actions were in addition to the basic program requirements, we argue that they are instances of the invisible work that BIWOC students did to persist in their doctoral programs. We discuss the implications of this invisible work and provide various recommendations for school psychology doctoral programs to reduce the burden of invisible work on BIWOC students. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Women's representation on journal editorial boards in school psychology across 55 years.

This study evaluated the inclusion and representation of women serving on school psychology journal editorial boards from 1965 to 2020. A total of 3,267 names were collected from six journals at 5-year increments and coded for gender using a four-step process. Across 55 years, women constituted 38% of editorial boards across these journals. When considering their levels of service, they constituted 10% of editors, 42% of associate editors, and 39% of board members. Women demonstrated a consistent increase in participation across all levels, with an overall change from 3.4% to 54.8%. In 2020, five out of six journals included more than 50% women on their editorial boards. However, underrepresentation of women is still apparent as recent reports showed women compose 87% of school psychologists, 63% of school psychology faculty, and 85% of school psychology doctoral recipients. Low numbers of women as editors as well as differences in women's participation across journals suggest a need for further evaluation of potential bias and gender-related barriers related to service in school psychology journals. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

School Psychology annual journal update.

School Psychology is an outlet for research on children, youth, educators, and families that has scientific, practice, and policy implications for education and educational systems. In this editorial, annual updates are provided regarding journal impact, special topics, and editorial leadership, as well as reflections on how the journal engages social justice and antiracism through dynamic review and revision to ensure equity, diversity, and inclusion in the editorial process. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

As we coach, so shall we consult: A perspective on coaching research in education.

In taking stock of educational coaching research, I consider the extant literature and content of four articles comprising a special issue of the Journal of School Psychology (viz., Glover et al., 2022; Pas et al., 2022; Pianta et al., 2022; Reddy et al., 2022). Before reviewing these specific articles, the thesis offered for the broader field is that without the solid foundation afforded by the school consultation literature, the science of educational coaching would not be as advanced as it is today. Following a description of each study and comparisons between/among them, I consider unique and shared aspects of consultation and educational coaching. The article concludes with four proposed directions for future coaching research based on prior consultation research: (a) documenting coaching procedural integrity and intervention fidelity/integrity to an equal degree, (b) changing teacher behavior utilizing social influence/behavior change frameworks, (c) incorporating greater use of technology (i.e., telecoaching), and (d) moving toward the concept of prescriptive coaching.

Modeling individual differences in the timing of change onset and offset.

Individual differences in the timing of developmental processes are often of interest in longitudinal studies, yet common statistical approaches to modeling change cannot directly estimate the timing of when change occurs. The time-to-criterion framework was recently developed to incorporate the timing of a prespecified criterion value; however, this framework has difficulty accommodating contexts where the criterion value differs across people or when the criterion value is not known a priori, such as when the interest is in individual differences in when change starts or stops. This article combines aspects of reparameterized quadratic models and multiphase models to provide information on the timing of change. We first consider the more common situation of modeling decelerating change to an offset point, defined as the point in time at which change ceases. For increasing trajectories, the offset occurs when the criterion attains its maximum ("inverted J-shaped" trajectories). For decreasing trajectories, offset instead occurs at the minimum. Our model allows for individual differences in both the timing of offset and ultimate level of the outcome. The same model, reparameterized slightly, captures accelerating change from a point of onset ("J-shaped" trajectories). We then extend the framework to accommodate "S-shaped" curves where both the onset and offset of change are within the observation window. We provide demonstrations that span neuroscience, educational psychology, developmental psychology, and cognitive science, illustrating the applicability of the modeling framework to a variety of research questions about individual differences in the timing of change. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Understanding African American vernacular English and reading achievement: Implications for the science of reading.

The purpose of this article is to discuss issues of language, specifically African American Vernacular English (AAVE), as it relates to the reading performance of African American children. Previous research on the science of reading provides a research-based framework that is a starting point for evidence-based research that can be used to improve the reading outcomes of African American children. School psychology literature is limited in its inclusion of issues posed by deficit perspectives of AAVE with Black children and reading achievement. Given that practicing school psychologists spend significant portions of their time conducting assessments related to identifying and remediating reading problems, an increased awareness on how AAVE can impact African American children's reading performance is necessary. Implications for research and practice will be discussed, such as inclusion of instruments to differentiate between reading difficulties and dialect differences (i.e., Diagnostic Evaluation of Language Variation). (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Inquiry in psychology.

When they discuss the Danish academic situation, Szulevicz, Lund and Lund (2021) address three questions about the academic training of psychology researchers: (a) why do Danish master's students in psychology more frequently choose the qualitative method for their research?; (b) what are psychology students working on?; and (c) what are they interested in? These three questions have led us to reflect on researcher training and the political and educational model universities adopt for psychology master's courses, not only in the Danish context, but also in other general contexts. In this commentary, we will discuss one strictly normative issue: what should the scientific ideal be for training researchers in psychology? Or more accurately: how can psychology contribute to discussions about the scientific ideal of researcher training in this knowledge area?

The Relationship between Parenting Style and Career Planning of Vocational Students by Educational Psychology under Information Technology.

It is aimed at studying the role of parenting style on the career planning of vocational students in the context of information technology. This design takes the first-year and second-year students of two higher vocational colleges as the survey objects. From the perspective of educational psychology, firstly, the parenting style scale of these students is constructed, and meanwhile, the dimension design of career planning is carried out. Secondly, through the questionnaire survey, the career planning of students and the status quo of parenting styles are investigated, and the sample data are statistically analyzed by data analysis methods such as standard deviation analysis, cluster analysis, and correlation analysis. Finally, hypotheses are formulated and justified. The results reveal that the total score for career planning and the average score of each dimension are more than 3 points, indicating that vocational students have certain plans for their future careers. There are great differences in the gender of parenting styles, and the parental acceptance/involvement (t = 3.389, p < 0.01) dimension of the parenting style of the first-year students is greatly higher than that of the second-year students. On the dimension of psychological autonomy (t = -2.066, p < 0.05), the score of second-year students is distinctly higher than that of the first year. There are obvious differences in grades from the dimensions of parental acceptance/participation and psychological autonomy. There is no observable difference in whether it is an only child (p > 0.05) and the place of origin (p > 0.05). In terms of the total score and each dimension of career planning, the authoritative type scored the highest, and the neglect type scored the lowest. Parents' participation and acceptance behavior of vocational students are markedly related to their career planning. Parental punishment and acceptance are distinctly positively correlated with the career planning of these students and their two dimensions. Psychological autonomy is memorably associated with the domain of exploration.