School of Special Education, School Psychology, and Early Childhood Studies, University of Florida.
Department of Psychology, University of Memphis.
Sch Psychol. 2020 Nov;35(6):419-427. doi: 10.1037/spq0000401.
Conoley, Powers, and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research in school psychology should not focus on the problems of individual children and youth but address the "powerful ecosystems" that surround them. Although school- and system-wide interventions are certainly important and can have a positive impact on student outcomes, we contend that biopsychosocial models of human development that integrate the effects of genetics, personal characteristics and behaviors, environments, and broad social contexts are better frameworks for guiding future research in school psychology. In these models, the role of genetics is mediated by the family environment and broader social contexts to influence variability in cognitive, social-emotional, and behavioral domains of psychological functioning. These individual differences then interact with specific situations, leading to outcomes in educationally relevant behaviors, such as achievement, self-esteem, motivation, and peer relations. The focus of research in school psychology, therefore, should not be on "1 size fits all" school-wide interventions but rather on understanding how and why children and youth differ from one another and on translating research on the effects of genes, the environment, and their interplay into effective educational interventions. Research on bullying and victimization in schools is discussed as an example of the importance of taking a biopsychosocial ecological approach to studying complex behavior. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
科诺利、鲍尔斯和古特金（2020）呼吁更加重视主要以间接方式、以成人为中心、并以学校系统层面的改变为目标的心理服务提供模式。他们断言，学校心理学的研究不应关注个别儿童和青年的问题，而应解决围绕他们的“强大生态系统”。虽然学校和系统范围的干预措施当然很重要，并且可以对学生的结果产生积极影响，但我们认为，将遗传、个人特征和行为、环境和广泛的社会背景的影响整合在一起的人类发展的生物心理社会模式是指导学校心理学未来研究的更好框架。在这些模型中，遗传的作用通过家庭环境和更广泛的社会背景来调节，以影响心理功能的认知、社会情感和行为领域的变异性。然后，这些个体差异与特定情况相互作用，导致在教育相关行为（如成就、自尊、动机和同伴关系）方面的结果。因此，学校心理学研究的重点不应是“一刀切”的全校范围的干预措施，而应是理解儿童和青年之间的差异以及如何和为什么存在差异，并将关于基因、环境及其相互作用的研究成果转化为有效的教育干预措施。讨论学校中的欺凌和受害问题是为了说明采取生物心理社会生态方法研究复杂行为的重要性。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
