Volpe Robert J, Chafouleas Sandy M, Gonzalez Jorge, Ardoin Scott, Jimerson Shane R
Department of Applied Psychology, Northeastern University.
Department of Educational Psychology, University of Connecticut.
J Sch Psychol. 2022 Oct;94:A1-A12. doi: 10.1016/j.jsp.2022.06.006. Epub 2022 Aug 22.
This article offers a summary, synthesis, and highlights of processes, surveys, summits, and discussions among members of the Society for the Study of School Psychology exploring current and historical perspectives as to a potential definition of school psychology research. After multiple revisions, the final definition is as follows: School psychology research is the systematic investigation of phenomena concerning the educational, emotional, behavioral, and social outcomes, as well as the school, family, and societal systems in which these outcomes are imbedded. It is principally concerned with socially responsive implementation and translating research into equitable practices that can lead to improved functioning of students, families, schools, and community systems that support educational and psychological services. It includes basic and applied research and theory development that focuses on a wide array of topics including, for example, prevention, intervention, assessment, diagnosis, diversity, equity and inclusion, measurement, methodology, statistics, and professional issues. This wide range of topics is informed by diverse theories arising from a broad array of disciplines and investigated by researchers from a variety of educational and scientific backgrounds. Common to all of the areas of research inquiry is a focus on enhancing student, family, and community outcomes-particularly educational and social outcomes of all students-and in building the capacity of systems (schools, communities, and other systems) to support those outcomes with a commitment to incorporating social responsiveness in the research process. The aim of this definition is to embrace the breadth of scholarship informing and advancing the science, practice, and policy relevant to the field of school psychology.
本文总结、综合并突出了学校心理学研究协会成员之间的各种进程、调查、峰会及讨论，探讨了关于学校心理学研究潜在定义的当前及历史观点。经过多次修订，最终定义如下：学校心理学研究是对有关教育、情感、行为和社会成果，以及这些成果所嵌入的学校、家庭和社会系统的现象进行系统调查。它主要关注社会响应性实施，并将研究转化为公平的实践，从而改善支持教育和心理服务的学生、家庭、学校及社区系统的功能。它包括基础研究、应用研究以及理论发展，重点关注广泛的主题，例如预防、干预、评估、诊断、多样性、公平与包容、测量、方法论、统计学以及专业问题。这一广泛的主题受到来自众多学科的不同理论的启发，并由来自各种教育和科学背景的研究人员进行调查。所有研究领域的共同之处在于关注提高学生、家庭和社区的成果，特别是所有学生的教育和社会成果，并致力于建设系统（学校、社区及其他系统）支持这些成果的能力，同时在研究过程中融入社会响应性。该定义的目的是涵盖为学校心理学领域的科学、实践和政策提供信息并推动其发展的广泛学术研究。
