Ahtola,
A: School psychology in Finland - Perceptions of school staff.Alatupa,
S: Students will learn with their whole personality.Al-Harbi,
N: Stress amongst male teachers in state schools in Saudi Arabia.Presentations from the Tampere Colloquium
Ahtola,
A: School psychology in Finland - Perceptions of school staff.
Alatupa,
S: Students will learn with their whole personality.
Al-Harbi,
N: Stress amongst male teachers in state schools in Saudi Arabia.
Annan,
J., Bowler, J., Mentis, M., & Phillipson, R: Capturing diverse views to
intervene effectively.
Antonopoulou,
K., Koutroumpa, K., Zenakou, E., & Tsitsas, G: Teacher' attitudes to family-school
involvement.
Arlauskaite,
Z., Sigfrids, A., Gajdosova, E., Herenyiova G., & Duffell, J: Teaching peace
in many languages – International collaboration to advance social and
emotional learning.
Armistead,
L: Meeting the needs of an inner city elementary school in the United States
with school-wide positive behavior support.
Bakker,
H: Training psychologists for the educational system in The Netherlands.
Bartolo,
P: Teacher education in responding to student diversity.
Bibou-Nakou,
I: Needs assessment and awareness raising programme for bullying in schools:
young people's views in relation to evaluation issues and best school practices.
Bilen,
S: Needs assessment and awareness raising program for bullying in schools.
Blondin,
D: Classroom as community – Meeting the belongingness need of pupils in
the first school years.
Cameron,
S: Meeting the psychological needs of children and young people who have been
rejected, abused and neglected.
Canakay,
E., & Bilen, S: The effects of active learning on prospective music teachers'
attitudes toward music theory course.
Christenson,
S: Check & Connect: A Model to Promote Engagement at School and with Learning.
Christenson,
S: Disengagement with children's learning and schooling – Strategies for
fostering partnerships. (KEYNOTE)
Coelho,
V., & Gomes, A: “Positive Attitude” - The impact of two social
and emotional learning programs on social skills.
Coelho,
V: Project “Atitude Positiva” - An analysis of the first two years.
Crighton,
G., Beekman,L., & Fritz, E: Learner's personal experience of a peer-counseling
training program.
Dewey,
J: Activating children's thinking skills (ACTS) – Developing thinking
communities in primary schools.
Dryll,
E.M: Development of abilities of metaphor comprehension.
EUROPEAN
COMMITTEE CRISIS INTERVENTION TRAINING (Bernhard
Meissner, Bavaria, Germany; Olanda Momcilovic, Holland; Jean-Luc Pilet, France;
Helen Bakker, Initial liaison ISPA-NEPES).
Farrell,
P: The professional practice of school psychology - an international perspective.
Some issues that emerge from the chapters in the International Handbook of School
Psychology (Jimerson, S., Oakland, T., & Farrell, P., Eds, 2006).
Farrell,
P: Using action research to bring about systemic change in secondary schools.
Farrell,
P., Davies, S., Swann, S., & Squires, G: International perspectives on the
professional practice of school psychologists - Developing our skills in using
action research to bring about systems change.
Faulkner,
M., & McDonald S: Trauma, transition and healing - Refugees in Australia.
Glaveanu,
V: Violent children in school settings - a cognitive perspective. Features and
solutions.
Haapasalo,
J: Trauma model and school-age children – Does childhood maltreatment
cause psychiatric disorders in later life?
Hallantie,
M: School Psychology – a part of student welfare services in Helsinki.
Haro,
M., and Manbeck, M: The challenges of incorporating school psychologists into
the schools in Paraná , Brazil.
Harrison,
P: The future of school psychology and intelligence testing.
Harvey,
V.S., & Chickie-Wolfe, L: Fostering independent learning.
Helland,
S: Psychological services for children in Norwegian municipalities.
Hoff,
S: Working with self-injurious youth in schools.
Hongfei,
Y: A primary study on going into the world and leaving the world in goal striving.
Huggins,
D: School System Strategy Planning - An evidence based approach to enhance the
role of School Psychology.
Hylander,
I: Consultation as a tool for school psychologists - how to help pupils through
working with teachers. (KEYNOTE)
Hynninen,
M: School psychologists in Tampere – work with pupil welfare teams and
cooperation with wide variety of authorities.
Juvonen,
J: School ethnic diversity and student well-being - Lessons from California.
(KEYNOTE)
Kant-Schaps,
M: History and background of NEPES.
Katona,
N: Developments in the training of school psychologists around the world –
Hungary.
Katona,
N: Student styles and motivation styles in Hungary.
Kelly,
C: Using an attributional framework to understand resilience in children in
public care.
Kivisaari,
K: How teens at the 8th class of school recognize physical, mental, economical
and sexual violence.
Koizumi,
R., & Tanaka, N: Individual differences in the effects of social and emotional
learning program.
Krause,
C: Me and my family - Family from the perspective of children of divorced parents.
Küçükkaragöz,
H: Human nature, self-image and locus of control of prospective school counsellor
and teachers.
Laaksonen,
P: ROM-EQUAL Project - support models for training Roma adults to special needs
assistants.
Lappalainen,
M., & Syvälahti, A: The supporting net for students in Turku Vocational
Institute and experiences of the coping with depression course for adolescents.
Little,
S., & Akin-Little, A: Single case methodology.
Martin,
R: Developing a Strategies for Success Program.
Meissner,
B: Crisis intervention in schools - Training seminars for school psychologists.
Meissner,
B: The Work of a School Psychologist: Between Science and Intuition.
Meissner,
B: Crisis Management in Schools – a New Working Area for School Psychologists.
(Poster)
Morse,
J: Adjustment issues facing children with a visual impairment, their parents,
and involved service providers.
Natale,
K: Parents’ causal attributions, subject specificity, and children’s
school performance.
NEPES:
Join Forces: establishing a Network of European Psychologists in the Educational
System.
Orosova,
O., Salonna, F., Gajdosova, B., & Sarkova, M: Availability of drug prevention
activities in Slovak elementary schools and young adolescents' willingness to
participate in drug abuse prevention programme.
Pajor,
G: What are teachers of the future concerned with?
Pfhol,
B: School Psychology Training: Western Kentucky University.
Phasha,
N: Educational resilience among African [blacks] survivors of child sexual abuse
- a lesson from South Africa.
Nastasi,
B., Hatzichristou, C., & Varjas, K: Promoting psychological well-being globally
- Proposed study.
Psalti,
A: Bullying in Greek schools - Does age matter?
Rowling,
L: A comprehensive approach to loss and grief in school communities.
Sahin,
A: School and adolescent.
Sayeed,
Z: Mediated play experience.
Sjo,
P: Some group psychodynamic aspects in interaction relationships at school.
Stafford,
M: Checklist for Selecting Tests and Other Assessment Methods.
Stafford,
M: Ethical standards for selecting tests to assess educational abilities and
needs. (WORD)
Stafford,
M: Ethical standards for selecting tests to assess educational abilities and
needs. (pdf)
Syri,
J., Laine, M., Helin, M., & Sjö, P: Is a systemic view possible on
school psychological work?
Tafti,
M.A: The assessment of the effectiveness of a head-start program in language
proficiency.
Välijärvi,
J: PISA and the cultural context of education in Finland.
Varjola,
T: Crisis work at schools.
Whelley,
P: Mental health in schools - Screening adolescents.
Zenakou,
E., Kouvava, S., Antonopoulou, K. & Stampoltzis, A: Learning styles and
academic performance in Greek dyslexic and non-dyslexic university students.