The Role of International Accreditation in Promoting Academic and Professional Preparation in School Psychology

Internationalization has been described as a moral, intellectual, and professional imperative for psychology and its subdisciplines. Numerous scholars within and outside of psychology have been discussing the meaning and importance of internationalization, but the descriptions, definitions, and goals described within the existing literature vary. Furthermore, many authors have used the term “internationalization” without providing any description or definition at all, as is likewise the case with the school and educational psychology scholarship. The central purpose of this paper is to propose a working definition, set of potential goals, and conceptual model of internationalization that has relevance for school and educational psychology. As discussed in the paper, the ideas presented are meant to stimulate opportunities for dialogue, reflection, and critique among a global community of scholars and practitioners—they are not presented with the viewpoint that they ought to be adopted. Within the conceptual model, it is argued, for example, that intentionality, inclusivity, reciprocity, and consideration of goals will help to support internationalization efforts. Proposed goals include relatively more immediate objectives (e.g., enhancing internationally representative scholarship, improving discipline‐relevant advocacy and support efforts) that should help to enable broader internationalization goals (e.g., offering the most effective services to those supported by the international community of school and educational psychologists). The conceptual model is also discussed in the context of existing discipline‐specific research and areas of scholarship that are relatively scarce. The paper concludes by describing limitations, considerations, and potential future efforts relevant to definitions and conceptualizations of internationalization.

Section: Considering Internationalization In School and Educational Pmentioning

confidence: 99%

A working definition and conceptual model of internationalization for school and educational psychology

Begeny

2018

“…This fact is certainly not a limitation of these two articles or others that briefly mention the term, nor does it suggest that existing scholarship in school psychology has been completely unrelated to internationalization. On the contrary, in addition to the work presented in this special issue, there are many other good examples of work and scholarship that clearly relate to internationalization for the profession (e.g., Arora et al., ; Farrell et al., ; Lanfranchi, ; Nastasi, ; Oakland & Hatzichristou, ). Over the past years, my colleagues and I have also been engaged in empirical work directly related to the topic (e.g., Begeny et al., , in press), but this initial work was not focused on comprehensively describing or conceptualizing internationalization.…”

Section: The Need For a Special Issue On Internationalization In Schomentioning

confidence: 99%

“…Of course, this perspective extends to psychologists practicing outside of counseling, such as school psychologists, and to professionals working outside of the United States (see, for example, Farrell, McFarland, Gonzalez, Hass, & Stiles, 2014;Lanfranchi, 2014;Spilka & Dobson, 2015;van de Vijver, 2013). It is similarly important to recognize that globalization not only requires professionals within a respective country to address within-nation diversity through factors such as immigration and/or bicultural identity (Arnett, 2002;Marsella & Pedersen, 2004), but it also offers greater opportunity for professionals to participate in international work (Berzins, 2008;Farrell et al, 2014;Hurley, Gerstein, & AEgisdóttir, 2013).…”

mentioning

confidence: 99%

An overview of internationalization and its relevance for school and educational psychology

Begeny

2018

This paper serves as the introductory article for the special issue titled, Internationalization in School and Educational Psychology. The paper begins with a summary of the existing literature about internationalization and describes how there are both similarities and differences in the many proposed descriptions and definitions of internationalization. Possible reasons for advancing internationalization within psychology are described next, including those that are applicable for the subdiscipline of school and educational psychology. The paper also describes the scope of this special issue, why it may be timely for the subdiscipline, and its overall goals (i.e., to promote increased understanding and discussion about internationalization, particularly in the context of school and educational psychology).

“…The fields of school and educational psychology have become increasingly aware of the diversity in research and practice in different parts of the world (Brown, Watanabe, Lee, & McIntosh, 2016;Faulkner & Jimerson, 2017). For example, there have been discussions on issues related to the professional training of school psychologists across the globe (Farrell, McFarland, Gonzalez, Hass, & Stiles, 2014) as well as translation and adaptation of psychological tests in different countries (Hambleton & de Jong, 2003). Researchers have also highlighted the cultural dimensions of psychological theories that apply to students' well-being (Sugimura et al, 2016) and learning motivation (King & McInerney, 2014).…”

mentioning

confidence: 99%

External locus‐of‐hope, well‐being, and coping of students: A cross‐cultural examination within Asia

Bernardo

Yeung²,

Resurreccion

et al. 2018

Intervention programs to strengthen hope in students have been developed and implemented in schools. The programs are based on Snyder's theory that defines hope as thoughts regarding personal capacities and pathways for goal attainment. Hope theory was recently extended to include external loci‐of‐hope, which derive from conjoint models of agency emphasized in collectivist societies. But evidence on external loci‐of‐hope's positive influence on students’ well‐being is limited. Two studies (involving student samples from four universities in Asian cities) explored how external loci‐of‐hope relate to students’ life satisfaction, personal well‐being (self‐esteem, self‐mastery), relational well‐being (relational self‐esteem, communal mastery), and coping styles for school‐related stress. Results show that external loci‐of‐hope dimensions predict students’ life satisfaction and relational aspects of well‐being, but also predict maladaptive coping. The results are discussed in relation to how the work of psychologists in schools benefit from approaches that contextualize theoretical precepts in cultural meanings and experiences in different parts of the world.