Fatherhood in Kenyan ethnic communities: Implication for child development

Formal analysis of research publications serves as one indicator of the current status of a profession or a journal. Content analyses provide both practitioners and academicians with information on the status of research in the profession. These types of analyses can also provide information on the concordance between published research and what professional organizations consider key areas of practice. The current study examined articles published in one journal, School Psychology International, for a 22-year period from 1990 through 2011 ( n = 671 articles). All articles were coded for demographics of the author, including country of origin and level of international content, and the content matching categories found in the NASP Model for Comprehensive and Integrated School Psychological Services. Results indicated that the journal is very much international with authors coming from 57 countries. With regard to gender, a trend was noticed for increased participation by women. Finally, the analysis of content found a pattern that was not highly consistent with the categories identified by NASP. Factors contributing to the lack of consistency between research and areas of practice are discussed.

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confidence: 99%

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confidence: 99%

Content analysis of School Psychology International, 1990–2011: An analysis of trends and compatibility with the NASP Practice Model

Little

Akin-Little²,

Lloyd

2011

“…The lack of parental guidance, support, and love is undoubtedly going to leave an indelible mark on the psychological well-being of children from child-headed households (Biller & Solomon, 1986; Bradley & Whitesede-Mansell, 1997; Smith & Liebenberg, 2003). Lasser, Fite, and Wadende (2011, p. 54) note that it is the responsibility of parents ‘to ensure welfare, survival and development of the child’. According to Pillay and Nesengani (2006, p. 132) ‘children are dependent upon parents for socialization, provision of affection and education, and parents are still the primary caregivers responsible for their children’s social education and self-actualization’.…”

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confidence: 99%

Experiences of learners from child-headed households in a vulnerable school that makes a difference: Lessons for school psychologists

Pillay

2011

The purpose of this study was to explore and describe the experiences of vulnerable learners from child-headed households through an ecological systems model that includes their homes, community, and school. Special emphasis was given to the role of school psychologists as change agents within the context of schools. This qualitative study included a sample of 98 5th to 7th grade learners in a vulnerable school. Data were collected through individual interviews, focus groups, and a questionnaire with incomplete sentences. The findings provide a vivid description of their living conditions, changing roles, community fears, and school experiences which inevitably affect their psychological well-being and propagate the need for effective school psychological services. Against all odds, the vulnerable school in this study reflects how it can make a positive difference in the lives of the learners simply through the display of love, attention, and care. Based on the findings several lessons, transcending national boundaries, are presented for school psychologists to be successful in assisting learners from child-headed households in vulnerable schools.

“…To build prevention or intervention programs, school psychologists must respect the traditional values of the family hierarchy (for a parallel in Kenya, see : Lasser, Fite, & Wandende, 2011). The father is considered the central figure in the family and it would likely be a serious error for any school psychologist to undermine the authority of the father in the Bedouin family.…”

Section: Implications For School Psychologistsmentioning

confidence: 99%

“…One implication for school psychologists is that school psychologists serving the Bedouin Arab community should design and implement interventions intended to promote positive behavior among students and teachers (e.g., Lewis & Garrison-Harrell, 1999; Safran & Oswald, 2003). To build prevention or intervention programs, school psychologists must respect the traditional values of the family hierarchy (for a parallel in Kenya, see: Lasser, Fite, & Wandende, 2011). The father is considered the central figure in the family and it would likely be a serious error for any school psychologist to undermine the authority of the father in the Bedouin family.…”

Section: Implications For School Psychologistsmentioning

confidence: 99%

School violence in Bedouin schools in Israel: A re-examination

Elbedour

ElBassiouny

Bart³

et al. 2012

Students in Bedouin schools in Israel completed a survey in which they indicated how frequent abusive teacher behaviors occurred in their classrooms; responses indicated that abusive teacher behaviors occur often. Female students tended to register higher levels of punitive teacher behaviors than male students and secondary school students tended to register higher levels of punitive teacher behaviors than elementary school students. Also, the perceived frequencies of abusive teacher behaviors presented in this study tended to be significantly higher than perceived frequencies of similar teacher behaviors reported in a comparable 1997 study. This problem of school violence deserves attention and resolution.