School‐based health promotion: An introduction to the practitioner's edition

In this age of increasing professional accountability, it is important that school practitioners engage in evidence‐based practices. In support of this goal, the intent of this special issue is to disseminate practical, user‐friendly, evidenced‐based information related to school‐based health issues. This article introduces the Psychology in the Schools “Practitioner's Edition” on school‐based health promotion. A conceptual framework for the issue, encompassing universal prevention strategies and tertiary intervention strategies, is described. First, school practitioners have unique opportunities to promote healthy behavior for all children and to engage in universal prevention of common health conditions. Second, practitioners should recognize the special needs of children with specific diagnosed medical conditions and employ individualized intervention strategies for these children. © 2007 Wiley Periodicals, Inc.     

School‐based counseling of abused children

Abused children experience high rates of behavior, emotional, and learning problems but infrequently receive treatment. Most services provided to abused children and their families are not based on any clear evidence that they work. A number of evidence‐based treatments (EBTs), demonstrated to be safe and effective in treating a range of difficulties that present in children exposed to family violence, are appropriate for schools. We briefly review forms of abuse, describe EBTs appropriate for schools, and present a decision tree for deciding who to treat and how. © 2009 Wiley Periodicals, Inc.     

School‐based interventions for students with substance abuse

Experimentation with substances is typical for many young people, but unfortunately some will go on to develop substance abuse problems that substantially affect their lives. Successfully intervening with students who use or abuse substances is a challenge for school mental health professionals across the nation. There is a need for evidence‐based practices that school professionals can use when working with students who have substance abuse problems. This article provides school professionals in secondary settings with current information on student substance use rates, evidence‐based individual and group interventions, and discussion of the 42 Code of Federal Regulations, Part 2 (42 CFR). © 2008 Wiley Periodicals, Inc.     

School‐based ICT policy plans in primary education: Elements,typologies and underlying processes

Schools are more and more encouraged to write a school‐based information and communication technology (ICT) policy plan. In such a plan, a school describes its expectations, goals, content and actions related to the future role of ICT in teaching and learning. Although this is encouraged by researchers and policy makers, the literature on ICT policy plans and ICT policy planning is rather general and underdeveloped. In this study, the content of school‐based ICT policy plans and underlying policy processes is explored. Data were gathered in 31 primary schools in Flanders: the schools' ICT policy plan was submitted to a content analysis, and a semi‐structured interview was administered to the school leader or the ICT coordinator. Using a framework of ICT leadership practices to guide the analysis (setting direction, developing people and making the organization work), we identified three types of ICT policy plans: (1) an ICT policy plan as a vision blueprint, (2) a technical inventory and (3) a comprehensive ICT policy plan. Although the last type takes into account all ICT leadership practices, we found a variety of different approaches in the processes used to create and execute such plans, such as the support of ICT training activities, data‐driven decision‐making processes and monitoring activities.     

School‐based health centers: Opportunities and challenges for school psychologists

School psychologists have the potential to contribute to the development and delivery of health and mental health services through school‐based health centers (SBHCs). Possible roles for school psychologists within SBHCs are described. Factors that influence school psychologists' efforts within SBHCs are discussed, including factors such as system reforms, school system governance, importance of SBHC to stakeholders, and availability of funding. Knowledge of collaborative problem solving, effective prevention and intervention strategies, and recognition of limitations of traditional mental health programs were also identified as facilitators of the school psychologist's role in a SBHC. Factors that may impede the development of SBHCs are reviewed. These factors include definitional confusion, deemphasis on prevention, community stigma, limited resources, lack of integration and coordination of services, and an emphasis on a narrow role of providing only medical services. Additional factors discussed include the narrow role of school psychologists, space limitations, the challenge of collaboration, role strain, and lack of research on interventions within a SBHC. Strategies for overcoming barriers are suggested. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 253–264, 2003.     

Standards‐based reform and its unintended consequences: Implications for science education within America's urban schools

This conceptual article examines the influence of the current standards‐based reform upon science education policies and practices within urban schools. We identify four negative yet unforeseen effects of the reform movement: undermining urban teachers' professionalism, eroding teacher–student relationships, diluting the science curriculum, and disparate instruction based on predicted individual test performance. Our awareness of these nuisances emerged from our first‐hand engagement with urban science teaching and through our collegial relationships with exemplary urban teachers. In closing, we propose mechanisms by which university‐based science educators might address these issues by assisting exemplary urban teachers to resist the reform‐induced perils and by incorporating the urban milieu as a substantive aspect of science teacher education. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 114‐127, 2002     

Managing legitimacy in the educational quasi‐market: a study of ethnically diverse,inclusive schools in Flanders

In this paper, we examine how ethnically diverse, inclusive schools manage their legitimacy in an educational quasi‐market. These schools are often threatened with a loss of legitimacy as ethnic majority parents perceive an ethnically diverse student population and radical pedagogical practices as signs of lower quality education. However, precisely legitimacy in the eyes of ethnic majority parents is crucial to acquire resources, motivate staff members and maintain their ability to offer quality education, necessary to minimize the majority–minority educational attainment gap in the long run. Drawing on a theoretical approach combining neo‐institutional and impression management theories, we empirically investigate how four ethnically diverse, inclusive secondary schools embedded in the highly exclusive Flemish educational quasi‐market manage their legitimacy. Comparing their legitimacy management strategies, we find that maintaining legitimacy is related to (1) formally conforming to dominant norms, decoupling their radical practices by relegating them to the informal sphere; and (2) proactively manipulating perceptions of the school's ethnic diversity and radical pedagogical practices. However, our findings suggest that an ambiguous version of these strategies might be sufficient to achieve this aim.     

Teaching a Course in School‐Based Consultation

The author details strategies for teaching a graduate‐level counseling course in school‐based consultation. Specifically addressed are strategies for developing a consultation knowledge base and the importance of skills development for school counselors‐in‐training as well as other school‐based practitioners.     

Learning from the lived experiences of new language arts teachers working in diverse urban schools

This ethnographic interview study examines the factors, challenges, people and events that impacted the teaching lives of new language arts teachers. Participants taught in urban, diverse, and underserved schools. We examine our findings related to the reputation of the school, the role of the school leaders, the role of other new teachers, teacher identity, and the impact of teacher preparation programs, which emerged as clear patterns from their interviews. Data on the school culture and personnel also revealed important information on the obstacles these teachers face and supports that sustain them. This study leads to potential future research to broaden our understanding of how to attract, support, and retain new teachers in the field of language arts education.     

Mandatory voice: Implementation of a district‐led student‐voice program in urban high schools

This qualitative case study explores how urban high schools implement a district‐initiated student‐voice program, referred to as Student Advisory Committees, intended to improve school climate. The study uses an implementation science framework to analyze interview data from principals and advisors in 22 urban high schools. An iterative, top–down thematic analytic procedure was used for analysis and interpretation of the data. The results suggest wide variation in how the program was implemented in terms of fidelity, dosage, quality, program reach, and adaptation, with contextual school factors—namely, principal and school characteristics—that help to explain this variation. In addition, the findings indicate that these contextual factors had a significant influence on how the school district implemented the student advisory committees. The authors discuss the implications for program implementation in the context of urban school districts and for school psychologists.     

School‐based support for children with conduct disorders; a qualitative longitudinal study of high‐need families

Primary school‐aged children with conduct problems are at risk of future antisocial and criminal behaviour, particularly when there are additional family‐level risk factors. However, little is known about how school‐related factors can reduce that risk. This qualitative longitudinal study investigates school‐related influences on changes in the behaviour of at‐risk children in high‐need families over a period of 5 years. Families of 11 children with serious behaviour problems were followed over the transition to secondary school. In‐depth interviews with mothers, and with practitioners who support the child or family, explored school‐related factors which appeared helpful or unhelpful in improving children's behaviour over time. The analysis found that the disjuncture between the nurture experienced at primary school and a lack of nurture later at secondary school was problematic. Children tended to change primary school until they found one prepared to offer them a high level of nurture and supervision. Consistent relationships with supportive adults were important, but were rare after the transfer to secondary school. Literacy problems remained unrecognised or unaddressed for too long, contributing to children's lack of engagement. Inconsistent disciplinary responses to minor behaviour issues tended to escalate problems and most children were eventually excluded from mainstream education. Communication between parents and school staff was often problematic; parents sometimes experienced school contacts as burdensome, ill‐informed and unsupportive. However, good communication could aid development of successful approaches to supporting children with difficult behaviour.     

A renewed focus on strengths‐based assessment in schools

School‐based practitioners are often called upon to provide assessment and recommendations for struggling students. These assessments often open doors to specialised services or interventions and provide opportunities for students to build competencies in areas of need. However, these assessments often fail to highlight the abilities of these students and instead focus on areas in need of remediation. The use of a more positive, or strengths‐based, approach to working with students is needed. Although strengths‐based assessment (SBA) is not a new concept, it is not routinely incorporated into school‐based assessment services. This article provides an overview of SBA and its benefits, along with empirically‐driven models that support the implementation of SBA in schools, and calls for a renewed focus on understanding students from a strengths‐based model. Examples of SBA measures and techniques are included, along with implications for practice for both students and psychologists.     

School‐based support for GLBT students: A review of three levels of research

Gay, lesbian, bisexual, and transgender (GLBT) students experience harassment, alienation, and violence in schools. Several school‐based interventions have been suggested to provide a safe and effective learning environment for these students, but few have been evaluated or investigated experimentally. This review utilizes A.K. Ellis' (2001) model to review the research on school‐based interventions for GLBT youth at the levels of theory, applied investigation, and widespread implementation. Results suggest that, although the research base for psychological needs of GLBT youth is well established, applied investigation of small‐ and large‐scale implementation is in the early stages. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 839–848, 2007.     

Evaluation of a computer‐based reading intervention in infant and junior schools

Recent studies (Fawcett et al, 1999; Nicolson et al, 1999) have demonstrated that 6 and 8 year old children found to be at risk of reading failure can be provided with very cost‐effective support using traditional teaching methods. Nonetheless, a significant minority of children failed to make sufficient progress. The present studies undertook a replication of these studies, using the RITA computer‐based literacy support system. The RITA system assists, rather than replaces, the teacher in providing support tailored to each child’s profile of reading attainments. The results indicated that the RITA support was both educationally effective and economically effective, with comparable cost effectiveness to the traditional approach when used with infant school children (6 year olds), and somewhat greater cost effectiveness when used with junior school children (8 year olds). All groups of children reacted very positively to the RITA lessons. It is suggested that computer‐assisted reading support can be effective in supporting children at risk of reading failure, even at junior school level.     

Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight

This study evaluated the violence prevention effects of The Peacemakers Program, a school‐based intervention for students in grades four through eight. The program includes a primary prevention component delivered by teachers and a remedial component implemented by school psychologists and counselors with referred students. The teacher‐delivered component consists of a psychoeducational curriculum and procedures for infusing program content into the school environment. The study included almost 2,000 students in an urban public school system, with pre‐ and post‐program assessment and comparison to a control group. There were significant, positive program effects on six of the seven variables assessed, including knowledge of psychosocial skills, self‐reported aggression, and teacher‐reported aggression, with a 41% decrease in aggression‐related disciplinary incidents and a 67% reduction in suspensions for violent behavior. On some outcome variables, intervention effects were stronger for boys than girls and for middle school compared to upper elementary school students. © 2002 John Wiley & Sons, Inc.     

Early Histories of School‐Aged Children With Attention‐Deficit/ Hyperactivity Disorder

In a prospective study of developmental outcomes in relation to early‐life otitis media, behavioral, cognitive, and language measures were administered to a large, diverse sample of children at 2, 3, 4, 6, and 9–11 years of age (N = 741). At 9–11 years of age, 9% of the children were categorized as having attention‐deficit/hyperactivity disorder (ADHD) based on parent report. Compared to the non‐ADHD group, the ADHD group had higher (i.e., less favorable) scores on parent and teacher versions of the Child Behavior Checklist at all ages. Children in the ADHD group also had lower scores on cognitive and receptive language measures in preschool. The findings support the concept that ADHD is a cognitive as well as a behavioral disorder.     

川西藏区中小学开展远程教育的制约因素与对策研究

本文通过实地考察、文献资料和逻辑分析等研究方法,从社会经济、教育观念、师资与学生学习适应方式差异对川西藏区中小学开展远程教育进行分析,并据此提出相应的对策建议.