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Articles 1 - 8 of 8
Full-Text Articles in School Psychology
How Multidimensional Is Emotional Intelligence? Bifactor Modeling Of Global And Broad Emotional Abilities Of The Geneva Emotional Competence Test, Daniel Simonet, Katherine E. Miller, Kevin Askew, Kenneth Sumner, Marcello Mortillaro, Katja Schlegel
How Multidimensional Is Emotional Intelligence? Bifactor Modeling Of Global And Broad Emotional Abilities Of The Geneva Emotional Competence Test, Daniel Simonet, Katherine E. Miller, Kevin Askew, Kenneth Sumner, Marcello Mortillaro, Katja Schlegel
Department of Psychology Faculty Scholarship and Creative Works
Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we find that (a) a first-order oblique and bifactor model provide excellent and comparably fitting representation of an EI structure with self-regulatory skills operating independent of general ability, (b) residualized EI abilities uniquely predict criteria over general cognitive ability as referenced by fluid intelligence, and (c) emotion recognition and regulation incrementally predict grade point …
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Engaging Youth In Bullying Prevention Through Community-Based Participatory Research, Jen Gibson, Paul D. Flaspohler, Vanessa Watts
Faculty Scholarship
Few studies that engage youth in community-based participatory research (CBPR) focus on issues of safety/violence, include elementary school-aged youth, or quantitatively assess outcomes of the CBPR process. This article expands understanding of CBPR with youth by describing and evaluating the outcomes of a project that engaged fifth-grade students at 3 schools in bullying-focused CBPR. Results suggest that the project was associated with decreases in fear of bullying and increases in peer and teacher intervention to stop bullying. We conclude with implications for the engagement of elementary school-aged youth in CBPR to address bullying and other youth issues.
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
Faculty Scholarship
The current educational policy context in the United States necessitates that school-based programs prioritize students’ academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found …
Evaluating An Abbreviated Version Of The Paths Curriculum Implemented By School Mental Health Clinicians, Jen Gibson, Shelby Werner, Andrew Sweeny
Evaluating An Abbreviated Version Of The Paths Curriculum Implemented By School Mental Health Clinicians, Jen Gibson, Shelby Werner, Andrew Sweeny
Faculty Scholarship
When evidence-based prevention programs are implemented in schools, adaptations are common. It is important to understand which adaptations can be made while maintaining positive outcomes for students. This preliminary study evaluated an abbreviated version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum implemented by school-based mental health clinicians in preschool/kindergarten classrooms. Results suggest that students (N = 80) demonstrated increases in emotional understanding and prosocial behavior. Children with low initial levels of problem behavior demonstrated large and continual increases in prosocial behavior over the entire course of the intervention, whereas children with high initial levels of problem behavior only demonstrated …
Short Communication: Powerless And Jobless? Comparing The Effects Of Powerless Speech And Speech Disorders On An Applicant’S Employability, Christian M. End, Katherine Saunders
Short Communication: Powerless And Jobless? Comparing The Effects Of Powerless Speech And Speech Disorders On An Applicant’S Employability, Christian M. End, Katherine Saunders
Faculty Scholarship
The present study examines the impact of a speech disorder (a lateral lisp) and powerless speech on an applicant’s hireability. College students (N = 113) reviewed an applicant’s resume, as well as a description of two occupations/job openings that varied in regard to necessitating speech. Participants listened to one of three interviews (speech disorder vs. powerless speech vs. control), indicated their willingness to hire the applicant, and then completed hire-ability and employability scales for both positions, as well as an impressions ratings form. Contrary to the hypotheses, few differences between the “employers” responses to the control and speech disorder applicants …
Validating Kreiner And Ashforth’S Organizational Identification Measure In An Engineering Context, Morrie Mullins, Christian M. End, L. Carlin
Validating Kreiner And Ashforth’S Organizational Identification Measure In An Engineering Context, Morrie Mullins, Christian M. End, L. Carlin
Faculty Scholarship
No abstract provided.
The Co-Mentoring Project: Overview And Outcomes, Renee A. Zucchero
The Co-Mentoring Project: Overview And Outcomes, Renee A. Zucchero
Faculty Scholarship
The Co-mentoring Project matched developmental psychology students with older adult volunteers for an intergenerational learning experience. Students conducted a biopsychosocial life review to increase understanding of older adult development and the continuity in lifespan development. Each student developed a summary paper containing the older adult's life history, a developmental analysis, and personal reflection. A project description, including the scholarship of teaching and learning, and an overview of its outcomes are presented. The project goal was accomplished; students positively evaluated learning outcomes and displayed a significant increase in knowledge about older adults and aging. Implications for college instructors are discussed. (Contains …
Ethnography In Counseling Psychology Research: Possibilities For Application., Muninder Kaur Ahluwalia, Lisa A. Suzuki, Jacqueline S. Mattis, Cherubim A. Quizon
Ethnography In Counseling Psychology Research: Possibilities For Application., Muninder Kaur Ahluwalia, Lisa A. Suzuki, Jacqueline S. Mattis, Cherubim A. Quizon
Department of Counseling Scholarship and Creative Works
The emphasis placed on prolonged engagement, fieldwork, and participant observation has prevented the wide-scale use of ethnography in counseling psychology. This article provides a discussion of ethnography in terms of definition, process, and potential ethical dilemmas. The authors propose that ethnographically informed methods can enhance counseling psychology research conducted with multicultural communities and provide better avenues toward a contextual understanding of diversity as it relates to professional inquiry. (APA PsycINFO Database Record (c) 2016 APA, all rights reserved)