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Interest in international aspects of educational psychology and consultation, as well as other sub-specializations in the field, has grown significantly in recent years. However, a truly global perspective on human processes and behaviors has yet to come to fruition and the field remains largely Western-dominated. This paper discusses the challenge and need for psychology to work toward a truly inclusive science and profession in the interests of all peoples of the world.

This article presents a short research report on the relationship between perceived antagonism in social relations measured using the Belief in a Zero-Sum Game (BZSG) scale, life satisfaction, and positive and negative affect. Given that individuals who believe that life is like a zero-sum game are likely to perceive their daily interactions with others as unfair, we expected that individuals with high BZSG experience more negative affect and fewer positive one, resulting in a lower satisfaction with life. In addition, we examined whether country-level BZSG may play a moderating role in these associations. Data were collected from student samples (N = 7146) in 35 countries. Multilevel modelling revealed that perceived social antagonism in social relations is negatively associated with satisfaction with life and that this relationship is mediated by both positive and negative affect at the individual level. The relation of individual BZSG and negative affect on satisfaction with life were weaker in societies with higher country-level BZSG, suggesting that the effects of BZSG may be less detrimental in these countries. These findings extend previous knowledge about predictors of life satisfaction and suggest that social beliefs might also be an important factor that influences subjective well-being. The contribution of the study is that the separate treatment of life satisfaction and positive and negative affect may be helpful in many research situations, particularly from a cross-cultural perspective., Author(s): Joanna Rózycka-Tran [sup.1] , Jaroslaw P. Piotrowski [sup.2] , Magdalena Zemojtel-Piotrowska [sup.2] , Pawel Jurek [sup.1] , Evgeny N. Osin [sup.3] , Byron G. Adams [sup.4] [sup.5] , Rahkman [...]

Terror Management Theory assumes the existence of two basic buffers against mortality salience: self-esteem and worldview. The aim of the current paper is to propose another buffer against mortality salience, namely spiritual transcendence. In the first study, we studied the impact of activation of spiritual transcendence as a moderator of mortality salience. Activating spiritual transcendence reduced the effect of the increase of the level of altruistic tendencies after exposure to mortality salience. In the second study, we replicated this finding based on the research procedures of former TMT research, using essay attacking participants' worldview. Results showed that spiritual transcendence acts as a buffer against mortality salience both among religious and non-religious individuals. Therefore, spiritual transcendence seems to be an additional buffer against mortality salience, independent from worldview and self-esteem, and it could be further examined from TMT perspective., Author(s): Jaroslaw P. Piotrowski [sup.1], Magdalena Zemojtel-Piotrowska [sup.2], Amanda Clinton [sup.3] Author Affiliations: (1) grid.433893.6, 0000 0001 2184 0541, University of Social Sciences and Humanities, Poznan Faculty, , Poznan, Poland [...]

The recent revision of the Individuals with Disabilities Act (Individual with Disabilities Education Improvement Act; IDEIA) in the United States (U.S.) has created the opportunity for an unprecedented change in the way in which learning disabilities (LD) are identified. As a result of this revision, intense and often polarizing debate has surfaced regarding models and methods relevant to classifying learning disabilities in children. This paper presents a philosophical/worldview framework developed to facilitate discussion among and limit dogmatic insularity within the field of LD diagnosis as it attempts to further delineate LD identification procedures. Identification of LD is discussed in relation to four root-metaphorical world views: mechanism, organicism, contextualism, and formism. Application of world view principles to discussion and debate regarding proposed LD classification models might help the field avoid entrapment within dogmatic, insulated, and limited perceptual frameworks that tend to marginalize competing models while magnifying strengths and minimizing (or inadvertently ignoring) weaknesses of a favored LD diagnostic model. This discussion is critical because learning disabilities comprises 51% of all special education diagnoses in the U.S.; yet, consensus has not been attained regarding the most appropriate LD diagnostic parameters.

This article examines recent literature related to the diagnosis of Attention-deficit/Hyperactivity Disorder (AD/HD) in childhood. First, the article discusses diagnostic criteria presented in the "Diagnostic and Statistical Manual of Mental Disorders" (American Psychiatric Association, 2000). Next, it explores the diagnostic procedures for AD/HD recommended in current publications. Results of this comprehensive literature review indicate that rating scales, interviews, laboratory/psychological testing, and observations are the most frequently recommended AD/HD diagnostic techniques. The implications of these findings for school psychologists are discussed. (Contains 2 tables and 1 footnote.)

In as much as school psychology practice is based on the goals of supporting the rights, access, and treatment of children as related to their education, social justice has the potential to be a moral framework for training, research, and practice in school psychology. Accordingly, this article seeks to achieve many objectives. First, a definition of social justice is provided. Second, a brief overview of school psychology research that overtly references social justice is offered. Third, essential precursors to action for individuals who seek to reflect social justice principles are highlighted. Fourth, key strategies for bringing social justice principles to practice are provided. Finally, this article closes with suggested next steps for further developing this framework globally.

Researchers evaluated the effectiveness of a universal social skills program and compared social emotional knowledge on individual skills interviews with 100 Guatemalan preschool children from resource rich (N?=?47) and resource poor (N?=?53) backgrounds. Participant ages ranged from 3- to 6-years-old. SEL was evaluated prior and subsequent to receiving a school-based social emotional educational program. Results were analysed in terms of effectiveness of SEL by error type. Data show that preschool children from both poor and wealthy families made significant gains in social-emotional knowledge as a result of SEL instruction. In order to better understand where SEL might be improved, analyses of incorrect responses provided by children from each SES group were analysed. Findings demonstrated no significant differences between the two groups in terms of incorrect or socially unacceptable responses although, overall, the groups differed in depth of social emotional knowledge. Implications for "closing the gap" between children's social emotional development in high and low SES groups are discussed.

Convergent and discriminant validity evidence was examined for scores on the Spanish Record Form of the Bracken School Readiness Assessment, Third Edition (BSRA-3). Participants included a sample of 68 Hispanic, Spanish-speaking children ages 4 to 5 years enrolled in preschool programs in Puerto Rico. Scores obtained from the BSRA-3 Spanish Record Form were compared with scores from the Nonverbal Index of the Kaufman Assessment Battery for Children, Second Edition, and the Preschool and Kindergarten Behavior Scales, Second Edition. As expected, the correlation between school readiness scores and nonverbal intelligence was significant and moderate in the positive direction and the correlations between school readiness scores and behaviors were low. Discriminant validity evidence for BSRA-3 scores was demonstrated using Steiger's Z test to compare correlations of similar and dissimilar constructs. As hypothesized, significant results emerged.

During the past 2 decades, many respective reading processes have been delineated, and much is now known about reading acquisition in children. Most of this research has been completed using English-dominant subjects. As such, the literature focuses on an opaque orthography and aspects of learning to read in this context. In this study, predictors of early reading acquisition in a highly transparent language were researched. Phonological awareness, orthographic coding, and rapid naming tasks were administered to 57 native Spanish-speaking kindergarten children living in Colombia. Correlational analyses showed moderate relationships between all skills tasks and word reading and reading comprehension. Regression analyses showed that orthographic coding best predicted word and nonword reading, whereas naming tasks best predicted reading comprehension, although all measures were highly intercorrelated. Findings suggest that school psychologists must differently conceptualize assessment when working with Spanish language students because highly informative measures of English reading are not as relevant in Spanish.

The University of Puerto Rico, Mayaguez (UPRM) serves approximately 12,800 students. Of these students, nearly 100% qualify as underrepresented minorities by U.S. federal standards. In line with a nationally recognized need to increase students from ethnic minority groups to pursue careers in science, technology, engineering, and math, the UPRM hosted a series of academic and applied neuroscience activities as part of the Dana Foundation's Brain Awareness Week (BAW) in March of 2009. The present study explores the impact of the BAW events as a vehicle for advancing interest in and understanding of the brain, as well as furthering exposure to the professional options related to neuroscience for a sample of Hispanic undergraduates from diverse majors. Participants responded to a series of Likert-scale and open-ended survey items subsequent to each BAW activity, the results of which were analyzed quantitatively and qualitatively. Findings indicate that, overall, BAW successfully achieved the goal of enhancing awareness of the brain and raising interest in learning more about opportunities in the field of neuroscience. (Contains 4 figures and 1 table.)

The present project analysed the use of participatory models during the process of application of a prevention program with preschool-aged children in Maracaibo, Venezuela. Relevant phases in achieving community collaboration are delineated and challenges are discussed. Results indicate that participatory models provided an effective means of introducing and carrying out a prevention program in local schools although a significant level of commitment was required from all groups involved.

In this article, the author reviews the Wechsler Intelligence Scale for Children--Four Edition Spanish (WISC-IV Spanish), an individually administered measure of intelligence for Spanish-speaking children who are English language learners and relatively new to American culture. The WISC-IV Spanish, like its English counterpart, the WISC-IV, is composed of three types of subtests: (1) core; (2) supplemental; and (3) optional. The 10 core subtests make respective contributions to the Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI) Indices, as well as the Full Scale Intelligence Quotient (FSIQ), or overall intellectual ability estimate. Unlike other Wechsler scales, the WISC-IV Spanish does not include a General Ability Index (GAI). However, because the GAI is composed of VCI and PRI subtests, its use could be limited with a second-language population because of verbal confounds. The test is described in the manual as being useful in the assessment of general cognitive functioning, intellectual giftedness, mental retardation, and comprehensive educational or neuropsychological evaluations designed to profile strengths and weaknesses. Authors further report that the WISC-IV Spanish can contribute to treatment planning and placement decisions in both school and clinical settings. The author finds the WISC-IV Spanish to be a generally reliable and valid measure of overall intelligence and more specific cognitive processes. It is user-friendly in construction and provides norms for an important population of schoolchildren in the United States. Given the need for Spanish-language measures appropriate for the children immigrating from families of Latin American origin, the WISC-IV Spanish makes an important contribution to the assessment tools available to psychologists.

A study compared the performance of 21 children without attention-deficit/hyperactivity disorder (ADHD) and 33 children with ADHD (ages 8-12), 21 of whom participated in the initial intervention and 12 of whom received the intervention after pre- and posttesting. After completing an 18-week intervention that included attention and problem-solving training, the children in the intervention group showed commensurate performance to typical controls. (LC)