Preparation for teaching psychology in high school.

Of 150 randomly selected Division 2 psychologists, 100 responded to a questionnaire. They "think of high school psychology as belonging somewhere between biological science and social science… . They favor more training in psychology and less in related areas than is the practice at present" for high school teachers of psychology. "The amount of preparation recommended, especially that indicated as desirable, is so high that it is not likely many high school teachers of psychology can be induced to secure this amount of training." Major sections are: Science or Social Study? General Suggestions, Training in Psychology, Related Training, Conclusions. (3 tables) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of the teaching of psychology in the high schools.

Presents the results of a 1964 survey on the status of high school psychology (HSP) courses. Data are presented on the extent of HSP in the US, changes in the number of HSP courses, certification requirements for HSP teachers, and general content of HSP texts. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading in graduate school: A survey of doctoral students in clinical psychology.

To what extent do graduate students in clinical psychology complete assigned readings? A total of 744 graduate students in American Psychological Association-accredited doctoral programs completed an online survey regarding reading in graduate school (67% response rate, of those viewing the survey). The reported amount of assigned reading varied widely, with an average of 330 pages per week. Compliance ratings suggested that about half the assigned reading is completed thoroughly and that thorough reading is more common than skimming or not reading assigned material. Motivating and hindering factors for reading are reported, and implications for faculty are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interest in psychology at the high school level.

Comments on the apparent low interest in psychology among bright high school students as being attributed to the absence of contact with psychologists or psychology as a science in the usual high school curriculum. The author reports that during the past three years at the annual Southern Appalachian Science Fair sponsored by the local Scripps-Howard newspaper and the University of Tennessee, exhibits and studies dealing with psychology have received their due share, if not more, of the awards. This interest in psychology is noteworthy on several accounts. These are expounded upon. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching writing to high school students: A national survey.

A random sample of language arts, social studies, and science high school teachers (N = 361; 53% women) from the United States were surveyed about what their students wrote, their use of evidence-based writing practices, the adaptations they made for weaker writers, how they assessed writing, their preparation to teach writing, beliefs about the importance of writing, and judgments about their students' writing capabilities. The findings from this survey raised some concerns about the quality of high school writing instruction. The writing activities they were assigned most frequently by teachers involved little analysis and interpretation, and almost one half of the participating teachers did not assign at least one multiparagraph writing assignment monthly. Although the majority of high school teachers did apply most of the evidence-based practices and adaptations included in the survey, they used these practices infrequently. Most teachers did not believe their college teacher education program adequately prepared them to teach writing. A sizable minority of language arts and social studies teachers indicated that their in-service preparation was inadequate too. For science teachers this was close to 60%. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The fair: Experimental psychology for high school students.

Discusses the college psychology fair as a vehicle for providing the public with a view of experimental psychology. In the 1-day fair for high school students and teachers described here, psychology students prepared demonstrations and exhibits depicting most areas of psychology. Such exhibits can assist in balancing the nonexperimental nature of most high school psychology courses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A neuropsychological approach to school psychology.

Reviews advances in clinical neuropsychology and how they can be integrated into school psychology training and practice. Neuropsychological techniques, such as perinatal assessment, neuropsychological symptomatology, and the mental status examination, are evaluated in light of the school psychologist's role and function. Training models in neuropsychology are reviewed, with emphasis on school psychology training programs that offer specialization in neuropsychology. Future directions in pediatric/school neuropsychology are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of graduate education in community psychology.

Assessed the current status of training in community psychology by mailing a questionnaire to departments of psychology listed in 1969-1970 as having doctoral programs in clinical psychology approved (or initially approved) by the American Psychological Association Education and Training Board. Replies were received from 59 of 81 departments, representing a 73% return. Presentation of results focused on subprogram status course offerings, practicum experiences, and research activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of precollege psychology in New Jersey.

Discusses the finding of L. T. Benjamin et al (see record 1978-30211-001) that many high school students who wanted to study psychology in college had an inaccurate view of the field of psychology. Results are presented from a survey of 194 teachers in secondary schools that assessed the impact of a 1977 New Jersey law requiring precollege psychology teachers to have a certification endorsement in psychology. 99 principals of schools that did not offer psychology courses also responded. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practicing school psychology: A turn-of-the-century perspective.

Contemporary school psychology is more than an extrapolation of its early circumstances. However, several aspects remain intact despite changes in child classification, technology and instrumentation, regulation, and professionalization of the field. A snapshot is presented of school psychology practice during its origin period at the turn of the 20th century. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers of psychology in secondary schools (TOPSS): Aiming for excellence in high school psychology instruction.

National figures indicate that there are between 10,000 and 12,000 high school teachers of psychology in the United States who introduce between 700,000 and 900,000 students to the field of psychology each year. For many students, this is their only formal introduction to the field. It is essential, therefore, that efforts are made to ensure that both students and teachers are provided sound information about psychological services and the scientific principles on which they are based. The American Psychological Association 's Teachers of Psychology in Secondary Schools (TOPSS) is dedicated to this end. TOPSS, through its diverse projects, including curriculum standards, student recruitment and retention, and the promotion of critical thinking, is committed to advancing the science and practice of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychoanalysis and school psychology.

Explores the history of the interface between psychoanalysis and education. What started out as a cordial relationship early in the history of psychoanalysis turned sour as each field became more entrenched in its own function. Whereas school psychologists interpreted children's difficulties from a cognitive point of view, psychoanalysts interpreted from an affective point of view. By the late 1980s some change began to occur. School psychologists have begun to broaden their strictly cognitive point of view, and psychoanalysts have turned their attention to education. The author elaborates on this rapprochement. The case of a 36-yr-old woman for whom schooling issues had been important conflicts in her life is presented as an example of how the understanding of educational processes can enrich the psychoanalyst's understanding. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Professionalism within school psychology.

Seven attributes of professionalism are examined in light of school psychology: a profession's activities, self-regulation, professional preparation programs, socialization, status, rewards and recognition, and professional practice within organizations. More programs may be needed at the doctoral level. National organizations should become more involved at the state and regional levels. Professional status and identity are affected by esoteric knowledge, difficulty in obtaining an education, the centrality of school psychology within education and psychology, client qualities, and low salaries. Psychological services should be institutionalized in schools. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of instructional practices in Canadian psychology departments.

Results of a survey of 43 heads of psychology and educational psychology departments in Canadian universities indicate that Canadian psychology departments are largely traditional in their approaches to teaching, instructional evaluation, and assessment, and there is little evidence that recent psychological research on learning has made any impact on day-to-day teaching activities. They make only limited use of instructional objectives and criterion-referenced testing and assess students primarily by means of multiple-choice tests, essay examinations, or term papers. It is argued that academic psychologists could do more to promote more effective learning by translating the relevant research findings of their own discipline into pedagogical practice. (French abstract) (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a focus on positive psychology in school psychology.

Introduces this special issue of School Psychology Quarterly and summarizes the articles contained in this issue. The major purposes of this special issue are twofold. One purpose is to illustrate that some of the various threads of positive psychology research related to children and youth, particularly focusing on the area of positive subjective experience (or subjective well-being: SWB). The second purpose is to underscore the importance of understanding the interrelationships of SWB of children and youth, and their various environmental contexts. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A survey of postdoctoral training programs in health psychology.

A survey of 43 postdoctoral programs in health psychology indicated considerable heterogeneity in clinical and research training experiences as well as experiences with varied populations across the developmental life span. A lack of emphasis on industrial and public policy areas was noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A social psychologist's perspective on school psychology reform.

Discusses social psychology's experimental approach to understanding social factors influencing human behavior. Social psychology research provides school psychologists with insights for understanding issues regarding professional roles in the face of current school psychology reform. Theory and research on social roles suggests that school psychologists' acquisition of additional educationally relevant roles with an overarching rationale will lead to better adjusted professionals and more useful outcomes. As a result of school psychology reform schools may emerge as experimenting societies, implementing and evaluating innovative social and educational practices. A focus on social and environmental influences, in addition to child-centered factors, can be useful to school psychology efforts to solve educational problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

High school psychology courses in Florida.

States that enrollment in high school psychology courses in Florida has increased each year since 1965. Compared with 2 other "New Social Studies" courses, sociology and political science, psychology courses have proven to be much more popular and pervasive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating evidence-based interventions in school psychology.

Argues that the tactics adopted by the Task Force on Evidence-Based Interventions in School Psychology have advantages in terms of literature coverage and providing data on multiple dimensions that school researchers and practitioners should find useful. Two suggestions to improve Task Force efforts are offered in terms of the specification of key outcomes and the use of effect sizes to gauge the impact and value of interventions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)