School dropout, problem behaviour and poor academic achievement : a longitudinal view of portuguese male offenders

This study examines school drop outs from the perspective of male adults themselves through interviews with offenders currently serving sentences. Participants were 10 Portuguese male inmates, between the ages of 19 and 46 years of age, incarcerated in two prison facilities of the Azores. Qualitative and interpretative methods were carried out using a semi-structured in-depth individual interview that was audiorecorded and conducted on the basis of a list of topics. Interview transcripts and thematic analysis were used in data treatment and analysis. The findings primarily indicate that poor academic achievement and emotional and behavioural difficulties of participants played a particular role in early school drop out. The trajectories these individuals followed within the education system presented problem behaviour, learning disabilities, and/or foster care interventions. While school drop out circumstances were apparently various, analysis showed that they were underpinned by three distinct sets of conditions generally not addressed by the education system. The analysis of the triggering factors and the maintenance dynamics of school drop outs indicated three distinct types: retention/absenteeism, life turning points and positive resolution. Implications for secondary prevention and screening practices are discussed.FCT (SFRH/ BD/ 44245/ 2008)CIEC - unidade de investigação 317 da FC

The international school psychology survey: Development and data from Albania, Cyprus, Estonia, Greece and Northern England

Although school psychological services around the world are currently undergoing a period of rapid development, little comparative information is available about the training, roles and responsibilities of school psychologists or the contrasting contexts in which they work. Further information in this area should help new and established school psychological services to plan future developments. Therefore, in 2001-2002, the International School Psychology Association's (ISPA) Research Committee developed and piloted the International School Psychology Survey (ISPS). Utilizing the survey format implemented by the National Association of School Psychologists in the USA to survey school psychologists across the country, the ISPA Research Committee members collaborated to design a survey appropriate for international colleagues. The ISPS was piloted in five countries: Albania, Cyprus, Estonia, Greece and Northern England. The data from the ISPS provides unique information regarding the profession of school psychology in each of these countries. These initial efforts and preliminary data provide a foundation for the future understanding of the characteristics, training, roles and responsibilities, challenges and research interests of school psychologists around the world