This study evaluated the temporal evolution of the effects of the PromoBIENdo program on the subjective well-being of adolescents through a 5-months longitudinal follow-up post-intervention. Sixty-five adolescents (53.8
Ethical decision making is a central component of contemporary school psychology practice, yet relatively little descriptive research has examined how practitioners evaluate ethically challenging situations across multiple dimensions of professional decision making. The present study provides a practice-focused descriptive examination of ethical critical incidents encountered in school psychology. Participants included 159 practicing school psychologists and graduate trainees in the United States who completed a survey consisting of 29 ethical critical incident scenarios. For each scenario, participants rated the likelihood of encountering the situation in practice, perceived ethical severity, probability of harm, legal implications, and difficulty of determining an appropriate ethical course of action. Results indicated that practitioners differentiated ethical situations across these dimensions rather than viewing them as uniformly problematic. Boundary-related situations were among the most frequently encountered but were generally perceived as involving relatively low ethical severity and limited potential for harm. In contrast, incidents involving professional competence, confidentiality, discrimination, and parental rights were perceived as substantially more serious, more harmful, and more likely to involve legal implications despite occurring less frequently. Situations involving competing professional responsibilities, compromised professional effectiveness, and access to student records were perceived as particularly difficult to resolve. These findings suggest that ethical complexity in school psychology extends beyond identifying ethical violations alone and reflects the interaction of ethical, legal, contextual, and professional considerations. By documenting practitioners’ perceptions across multiple dimensions of ethical decision making, the present study provides practice-relevant evidence that may inform ethics education, supervision, consultation, and continuing professional development for school psychologists.
Bullying victimization and school experience are closely linked constructs that significantly influence students’ well-being and school engagement. While research has established associations between peer victimization and negative school experience, little is known about how bullying victimization changes students’ perceptions over time. This study investigates whether bullying victimization predicts intraindividual changes in students’ perceptions of school experience across two time points during early adolescence. Using data from 273 students (Mage = 12.93, SD = 1.36), we examined different dimensions of school experience (e.g., positive affect, social integration, exclusion) and bullying victimization using validated self-report measures. We applied autoregressive models to assess the stability of school experiences and True Intraindividual Change (TIC) models to identify predictors of within-person change, an approach which allows to estimate baseline levels and latent change analysis over time. Autoregressive models indicated moderate to high temporal stability across all school experience dimensions. TIC models showed that bullying victimization significantly predicted lower baseline levels of school experience indicators, particularly negative affect at school and social exclusion. Moreover, bullying victimization predicted intraindividual change in negative affect and, contrary to our hypotheses also an increase in social integration, over time. The findings suggest that bullying victimization can act as a disruptive social experience that alters students’ perceptions of their school environment. By applying TIC models, the study highlights the importance of modeling intraindividual change to better understand how social harm translates into shifts in school experiences.
Decades of research indicate the early childhood period is the optimal time to confer benefit from intervention, particularly when lags in development and possible disabilities are suspected. Diagnostic assessments that provide strong evidence of reliability and validity, therefore, play a vital role when paired with authentic assessment in informing intervention and determining eligibility for special education services. The aim of the present criterion related validity study was to compare the WJ-IV ECAD to the WPPSI-IV in a sample of 86 preschool and primary-age children. The strength of the associations between the WJ-IV ECAD GIA-Early Development Cluster score and the WPPSI-IV FSIQ were very large for both sex groups, and the correlation coefficients strengthened with age. ROC curve analysis revealed that the WJ-IV ECAD GIA-Early Development Cluster score produces a high degree of diagnostic accuracy. The findings of this study and the resulting discussion may serve as a helpful resource for school psychologists in considering norm-referenced cognitive assessment options for preschool and primary elementary-age children.
Suicide is the leading cause of death among young people (YP) in the UK, yet few school-based prevention programs have been tested in real-world settings. Guided by international best practice, this study qualitatively explored experiences of implementing a Multi-modal Approach to Preventing Suicide in Schools (MAPSS), to understand workshop facilitators, school staff, and YP’s experiences, perceived value and contextual factors influencing adoption and delivery . Qualitative data were collected through semi-structured interviews with YP (N = 6), school staff (N = 10), and workshop facilitators (N = 2). Focus groups were also conducted with YP (N = 25) following participation in the suicide prevention workshop. Thematic framework analysis was used to analyse the data. Findings were explored in relation to barriers and facilitators to implementation across multiple levels: classroom/individual, school, intervention and wider community. Themes included engagement, accessibility and relatability; implementation challenges; risk and responsibility; program design and engagement; and building awareness for early intervention and stigma. MAPSS was perceived as acceptable, safe, beneficial and feasible in school settings, though logistical challenges remain. Insights from multiple stakeholders highlight important considerations for refining and scaling school-based suicide prevention programs in the UK.
