The role played by grandparents in family support and learning: considerations for mainstream and special schools

The twenty‐first century family faces many demographic changes. Despite this, the importance of intergenerational relationships remains. This article initially reviews the literature surrounding the role that grandparents play in their children's families, highlighting a growing body of research demonstrating the important support role that grandparents play in the lives of families with non‐disabled children. In contrast, there is limited research on the role played by and support needs of grandparents to families with disabled children. Recognising the significance of ‘family’ rather than purely ‘parent’‐based partnerships in UK schools, this article considers the role and importance of grandparents in schools; in particular, intergenerational learning, and how schools can begin to include grandparents and also provide support to meet grandparents' own support needs. Despite a limited literature on schools working specifically with grandparents of children with SEN, some policy and practice issues are discussed and areas for future consideration suggested.     

积极心理学与学校心理健康教育

积极心理学给学校心理健康教育工作提供了新的思路,它起到了更新教育理念,拓展教育目标,转变教育模式的重要作用,从而创新了心理健康教育的途径。     

‘Perceived’ competition and performance in Italian secondary schools: New evidence from OECD—PISA 2006

In this paper, we investigate the effects of competition on the performance of Italian secondary schools as measured by maths achievement scores (PISA 2006 dataset). Competition is measured by an indicator of ‘perceived’ competition (generated from an answer provided by the schools’ principals). The methodology employed is a propensity score matching that is corrected to take into account heteroskedasticity and finite sample bias. The results show a positive effect of competition on school performance. Nevertheless, this effect is quite low (between 3.62% and 4.05% computed at the average score level) and is consistent with previous findings about educational systems in Italy and worldwide. This is relevant for policy‐making because competition appears to impact school performance even in a country like Italy where specific pro‐competitive policies are quite absent.     

Cognitive behaviour therapy in schools: the role of educational psychology in the dissemination of empirically supported interventions

Educational psychology has recently experienced something of a revival in the provision of psychological therapy. This revival has aligned with general developments in evidence‐based psychology. A product of this has been more frequent delivery of empirically supported therapies in practice settings, for example, anxiety reduction programmes in school classes. This has enriched educational psychology practice and increased its opportunity to participate in therapy services through engagement with multi‐professional teams, coordination of training providers, training of trainers or indeed direct delivery. However, there are concerns that over‐commitment to simple intervention protocols has undermined educational psychologists’ wider role as highly skilled therapist/generalists. This article summarises the terms of debate in which empirically supported research practices have developed. Following an overview of the most common therapies, a series of questions challenging current research practices are posed. This paper finally reconsiders the impact that patterns of research and provision have had on educational psychology in practice.     

Aggressive consultation in the schools with mini-consultants,college credits—and a show of power

How can a consultant or “change agent” become effective in the public schools? (a) A university instructor placed undergraduate education students in elementary classrooms every morning for a year to conduct behavioral projects. These “innocent change agents” stimulated teachers to ponder their teaching through explaining goals and procedures and collecting data. (b) Graduate students in school psychology served as “mini-consultants.” (c) The teachers were enrolled in a year-long course for college credits and salary increments and assigned behavioral projects in their classrooms. Thirteen teachers successfully changed behaviors in 60 of 70 attempts. Fifteen recommendations are presented.     

职中生心理承受力教育的研究

心理承受力是我校<职中生健康人格培养的探索>科研项目的系列研究之一,2000年对课题的理论与实践进行了为期一年的研究,取得了一定效果.现就心理承受力教育的实践研究探讨如下.     

学校心理咨询中心理阻抗原因分析及对策

本文主要从心理学角度分析心理阻抗的含义,学校心理咨询中常见的心理阻抗类型和表现以及产生心理阻抗的原因,提出对待与消除心理阻抗的若干措施。     

中等职业学校学生心理健康教育指导纲要

中等职业学校学生心理健康教育是学校德育工作的重要组成部分,加强心理健康教育是增强德育工作针对性、实效性的重要举措.中等职业学校学生正处在身心发展的转折时期,随着学习生活由普通教育向职业教育转变,发展方向由升学为主向就业为主转变,以及将直接面对社会和职业的选择,面临职业竞争日趋激烈和就业压力日益加大的环境变化,他们在自我意识、人际交往、求职择业以及成长、学习和生活等方面难免产生各种各样的心理困惑或问题.     

中等职业学校学生心理健康状况和特点的调查研究

本文对中等职业学校学生心理健康的基本状况和特点进行了调查研究,为指导学生适应中等职业学校 生活和开展心理健康教育工作提供依据.     

Leading Innovation and Change: knowledge creation by schools for schools

This article explores the process and practice of knowledge creation within development and research (D and R) networks. It focuses upon D and R networks in England that are currently engaged in collaboration and innovation. Early evaluative evidence suggests that D and R school networks offer 'spaces' for collaborative working, mutual sharing and active dissemination of knowledge. The evidence also suggests that D and R networks are beginning to positively impact upon instructional practices and learning. The article concludes that these networks have the potential to provide an important infrastructure for co-construction and knowledge creation by schools for schools.     

政府在旅游扶贫开发中的行为研究

旅游扶贫开发是贫困地区脱贫致富的一条有效途径,各级政府必须认识到这一点,树立旅游扶贫开发的价值理念．由于特殊的客观条件和主观原因,在贫困地区发展旅游业特别需要政府的帮助和支持,对此必须有一个正确的定位．它主要体现在决策、协调、立法、政策、引导、宣传等方面．文章对此进行了详细的分析。     

The literature of educational psychology and the literature used by writers in educational psychology

Using Psychological Abstracts as the source of the original sample (“first-level”), various characteristics of the literature of educational psychology are compared with the characteristics of a “second-level” literature (defined as the literature that the first level cites). In particular, the scatter (dispersion) of periodical articles over periodical titles is looked at for both levels. The journals most cited within the literature of educational psychology are identified.