School Psychology Research: Combining Ecological Theory and Prevention Science

Autor/in	Burns, Matthew K.
Titel	School Psychology Research: Combining Ecological Theory and Prevention Science
Quelle	In: School Psychology Review, 40 (2011) 1, S.132-139 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Stellungnahme; School Psychology; Psychological Studies; Intercultural Communication; Interpersonal Competence; Theory Practice Relationship; Prevention; Ecology + Suchen Sie Ihr Suchwort? Schulpsychologie; Interkulturelle Kommunikation; Interpersonale Kompetenz; Theorie-Praxis-Beziehung; Prävention; Vorbeugung; Ökologie
Abstract	The current article comments on the importance of theoretical implications within school psychological research, and proposes that ecological theory and prevention science could provide the conceptual framework for school psychology research and practice. Articles published in "School Psychology Review" should at least discuss potential implications for theory, should be written from an ecological and preventative perspective, and should discuss implications for policy when appropriate. Moreover, intervention studies published as general articles in "School Psychology Review" should address moderating or mediating variables so that researchers can better understand the ecology and causal mechanisms. Manuscripts that address strength-based competence enhancement, multitiered systems of support for a variety of issues, school-based coordination of services, or multicultural competence will be consistent with an ecological approach to prevention. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10