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Background. Throughout the last forty years, an emerging set of global norms addressing the rights and treatment of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) people have emerged and are continuing to evolve. This article will outline the trajectory of LGBTI concerns in the context of international human rights, and make a case for psychological ethics that are inclusive of concerns specific to sexual orientation, gender identity, and gender expression (SOGIE). These discussions will be framed in the context of the historical stigma and pathologization associated with SOGIE concerns, as well as the increasing global visibility and political and social organizing of LGBTQI communities.

Discussion. First, the rise of international and regional ethics codes pertaining to SOGIE concerns, including the role of the United Nations, will be reviewed. Second, recommendations for an ethical approach to psychological research, practice, training, and advocacy inclusive of SOGIEconcerns will be discussed. These recommendations will be informed by the existing ethical framework of the European Federation of Psychologists’ Associations (EFPA), and will address the unique concerns of sexual orientation minority populations; transgender, non-binary, and gender-expansive (TNG) people; and intersex populations. Finally, the International Psychology Network for LGBTI Issues (IPsyNet) will be introduced as a model for networking in support of SOGIE interests within LGBTQI-affirming national psychological organizations.

Conclusion. As European ethical practices respond to calls from human rights stakeholders for increased inclusion of SOGIE concerns, this paper proposes that it is the responsibility of international psychological practice to support the human rights of allglobal citizens.

Background. Although widely acknowledged as a distinct professional practice, clinical supervision has not consistently been a component of graduate training in psychology,and has not achieved recognition commensurate with its importance to the field in the United States or internationally. Although competence in supervision had been inferred, multiple international studies reveal high frequenciesof unethical, inadequate, and harmful supervision. Implicit in clinical supervision is ethical acumen, practice, modeling, teaching, andadherence to multiple ethical principles and codes.Specifically, this role calls for respect, integrity, doing no harm, competence, confidentiality, and not entering multiple relationships that may do harm.

Objective. The objective of the current article is to describe the essential components of ethical clinical supervision and training, ethical imperatives for both supervisor and supervisee, and aspects of training and supervision that ensure protection of the client. A framework of enlightened globalization harmonizes rules and ideals of the profession with cultural diversity and provides both a structure and guidance for supervisors and supervisees.

Results. We analyze the ethical development of supervisees which occurs through a complex process of integration of personal values and ethical positions with professional ethics; through an intentional, systematic process; and through supervision, to enhance their metacompetence (i.e.,knowing what one knows and doesn’t know). 

Conclusion. Through a review of the strategic literature, we define current international and cultural perspectives on ethical practice and training, outline critical ethical issues, and provide strategies for effective and ethical clinical supervision, including an informed consent document and a supervision contract.

Background. It is crucial for psychology students and graduates to study ethics. However, neither teaching nor learning ethics is always an easy process. Course syllabi often include philosophical texts, specialized concepts, and numerous ethics or procedural codes. Could we consider all of this as a cognitive process? The students should be aware of all the vulnerabilities that can impact ethical decision-making, such as cognitive errors, emotional factors, social and organizational pressures, and situational factors.

There is a great deal of new research on the advantages of including emotional dimensions in the decision-making process (Decety & Cacioppo, 2012; Decety & Cowell, 2015); this research evenclaims that emotions strengthen the contribution of the cognitive process, and as a result enrich the final ethical judgments. Additionally, there is also a kind of hidden curriculum that we provide to students (Goold & Stern, 2006; Hafferty & Franks, 1994). It is exactly this area (internships, the way we relate to the students) to which we need to pay attention during their undergraduate and graduate years.

Conclusion. Expecting students to learn and internalize knowledge in a meaningful way necessitates new modes of instruction. Specifically, teaching and learning ethics in an interactive way, while paying attention to both good decision-making skills and emotional cues, would provide exactly what students would enjoy and learn from the most. In this article, we will suggest that, if the question is how to sensitize students to ethical issues in psychology, and in the profession, it is important to give them an active role and responsibility for disseminating ethical principles. We will also introduce different techniques that help combine knowledge with emotionality while teaching ethics in psychology. 

Background. There is a growing movement worldwide for ethical regulation of psychologists’ research-oriented, educational, and practical activities. However, expectations that the better the code of ethics, the safer and more effective the professional activity will be, are not being met. For this reason, it is beneficial to distinguish two levels of the psychologist’s professional functioning: that related to his or her role, and that on the personal level; this makes it possible to more adequately analyze the psychological aspects of ethical and moral regulation in professional interaction.

Objective. To compare the psychological foundations of the educational psychologist’s ethical and moral professional behavior at the role and personal levels.

Design. Analysis, generalization, and identification, through a review of the literature, of the main factors influencing the ethical and moral regulation of professional behavior of psychologists.

Results. Surveys of specialists show that it is difficult both for the client and for the psychologist to follow a formal ethical code unconditionally. We considered the limitations of ethical regulation of professional activity, when, even with a good knowledge of the ethical norms on the part of the specialists, external monitoring is required to guarantee the safety of their subjects. We emphasize that the wide variety of psychological assistance provided by psychologists to their clients requires different degrees of personal involvement on the part of the specialist. We propose to distinguish two levels of professional interaction in the psychologist’s activity: the role level and the personal level, corresponding to different mechanisms of the moral regulation of the specialist’s behavior. At the role level, there is no need for deep personal involvement; the external motives of moral regulation (knowledge of the code requirements and fear of administrative sanctions for negative consequences) serve as psychological mechanisms of compliance with ethical standards. On the personal level, other psychological mechanisms are required for the performance of professional duties, such as internal motives underlying moral behavior (a mature and sensitive conscience and a positive philosophy of life). The personal level of moral professional behavior regulation makes it possible to provide a much greater degree of safety in the interaction between psychologist and client, and in the absence of external oversight.

Conclusion. We compare two approaches to the explanation of the psychological foundations of moral functioning: models enumerating the personal qualities defining moral behavior and models of integrated moral functioning. The article describes the existential-ontological concept of moral functioning, correlating the maturity of individual moral consciousness, awareness of the adoption of a particular ethical system of norms and ideals, and the conscience. We conclude that it is necessary to educate future specialists as mature, integrated personalities, ensuring integrated moral functioning in their professional interactions.

Background. The implementation of ethical principles in forensic psychology in Russia is facing serious challenges.  Expert’s evaluations have to be managed in accordance with the basic ethical principles of practical psychology in general. At the same time, the specific activities and role of a forensic psychologist differ from the professional activities and roles of a psychiatrist, psychologist-consultant, or psychotherapist. 

Objective. This study focused on the identification of the main ethical problems of psychologists, who are obligated to conduct expert evaluations for the court. 

Design. This study was conducted according to a qualitative paradigm, using a combination of the  methods: content analysis of court materials and written expert opinion; analysis of court cases; interviews with experts; and analysis of international standards and guidelines for the professional activities of forensic experts. 

Results. The ethical problems are determined by several factors: 1) the lack of a scientific basis for the regulations; 2) the complexity of the role structure of the expert’s practice; 3) the lack of practically oriented studies devoted to ethics; and 4) the lack of a venue for systematic discussion and supervision. Ethical problems are often solved by specialist exclusively according to their personal attitudes which could be risky in terms of violations of professional ethics. 

Conclusion. There is a lack of systematic studies on the ethical problems in forensic practice. The preliminary data show that the rapidly growing field of expert evaluation requires the closest attention in developing ethical standards and  understanding of the expert’s activity and role structure. 

Background. Rationality, emotions, and intuition all seem to underlie the decision-making process. In a profession such as psychology, it is crucial to improve the rational dimension of decision making. Ethical reasoning can be compared to moral decision-making, but it is also linked to professional judgment. In psychology and other professions, ethical reasoning seems to be the basis for the development of professional skills. 

Objective. Present and discuss the role that rationality, emotions, and intuition can play in people's decision making, especially in the field of psychological intervention.

Design. A theoretical perspective is presented which takes into account the relevant literature in the field.

Results. We support the idea of five fundamental preconditions for ethical reasoning: self-knowledge, excellent training, experience or supervision, humility, and intervision. We recommend that psychologists meet these conditions in their professional decision making in order to promote the best quality of professional practice.

Conclusion. We can say that ethical reasoning is a professional moral decision. As professionals, we are primarily intuitive in our decision making, which is why we make decisions almost automatically; but our decisions are based on our professional experience. Psychologists should reflect on and understand the processes involved in decision making in order to avoid conclusions based on their personal experiences. 

Today, Russia is a member of the European Federation of Psychological Associations (EFPA) and in the summer 2019 the Russian Psychological Society was the host to the 16th European Congress of Psychology (ECP) in Moscow, gathering psychologists from all over the world. In connection with the 2019 ECP, this special edition has been compiled by members of EFPA’s Standing Committee on Psychology in Education (SCPiE) and represents a collection of papers highlighting the range of work that educational psychologists undertake with schools and youth. This volume is also the next step for the EFPA Standing Committee for Psychologists in Education to strengthen and promote educational psychology in Europe, in order to reach our end goal: efficient and wellfunctioning institutions of learning.

Background. Supporting pupils’ social, emotional, and mental health (SEMH) development is a task that schools are expected to undertake in England, yet many staff members find it challenging due to their belief that they don’t possess the necessary skills.

Objective. To evaluate a commercially available, training resource, The Emotional Wellbeing Toolkit, aimed at raising the skills of adults working with children in the SEMH area.

Design. The Toolkit was adapted and used as training material by a professional team comprised of educational psychologists, clinical psychologists, and specialist teachers, for schools within an eastern region in England. A mixed methodology was employed to evaluate the usefulness of the Toolkit as a training resource, as well as its perceived effectiveness in raising the skills of school professionals working within the SEMH area. Qualitative as well as quantitative data was gathered from the two groups participating in training, as school staff delegates, and as facilitators of training delivery. Descriptive statistics and content analysis were used for data analysis.

Results. The findings suggest evidence of improved skills and knowledge in the area of SEMH, with some specific impact on delegates’ practice. Implications for practice are discussed.

Background. Thepriority for today's educational psychologists in Lithuanian schools is to promote psycho-educational activities aimed at fostering children’s well-being. School psychologists are to provide services for, and consult with, children and adolescents with mental health challenges, in order to facilitate their transitions to positive developmental trajectories. Therefore, it is important to test the construct validity of the adolescent social emotional health survey (SEHS-S) in a Lithuanian sample.

Objective. To investigate the social emotional health, empathy, and self-esteem of a Lithuanian adolescent sample using the adolescent Social Emotional Health Survey (SEHS-S), as well as to perform regression and confirmatory factor analysis.

Design. We used the Social Emotional Health Survey-Secondary (SEHS-S)(Furlong et al., 2014), the Interpersonal Reactivity Index (IRI)(Davis, 1980), and the Rosenberg Self-Esteem Scale (SES) (M. Rosenberg, 1989). The sample was comprised of 935 students (12-18 years old) from various Lithuanian schools: 482 boys and 453 girls. 

Results. The self–esteem of the adolescent boys was higher than that of the adolescent girls. A positive correlation between the adolescents’ social emotional health and their self-esteem and empathy was identified.  The strongest predictors of the adolescents’ social and emotional health included empathic concern, self-esteem, and perspective-taking. The confirmatory factor analysis confirmed the validity of the structural model of the Lithuanian version of the SEHS-S survey.

Conclusion.The findings of the regression and confirmatory factor analysis supported the use of the SEHS-S as a valid and reliable instrument for mental health research with the Lithuanian adolescents. School psychologists will be able to use the Lithuanian version of SEHS–S surveyto monitor adolescent social emotional health.

Background. The psychological health of young people in Sweden has declined since measurements began to be taken in 1985. The reasons for the increase in stress and decline in psychological well-being among adolescents have been debated during the past few years.

Objective. The aims of this study were to explore: 1) pupils’ experience of student health services, family, friends, recuperation and the learning environment; 2) whether there is a difference between introverted and extroverted pupils’ sense of well-being, perceived stress, views of the learning environment, and relationships with friends and family; and 3) the degree to which the different aspects of school life predict well-being and stress. 

Design. Data were collected by means of a web survey in which 1045 respondents participated. 

Results. The results showed that there are significant differences in perceptions of well-being and stress depending on gender and the type of study program pupils were enrolled in. The results also revealed significant differences between introverts’ and extraverts’ relationships with family and friends, experience of the learning environment, and reported well-being and stress. A series of hierarchical linear regressions revealed that there were several factors affecting pupils’ reported well-being and stress. The learning environment and relationships with family and friends were significant predictors for both outcome variables. Pupils’ ability to recuperate from their work was found to be the most impactful predictor for well-being and stress. 

Conclusion. Our results suggest that the way in which teachers interact with pupils is an important factor influencing pupils’ experience of well-being and stress. Furthermore, our results suggest that pupils would benefit from student health services being made more visible and pro-active in their interaction with students.

Background. More than 295,000 people have been identied with bleeding disorders worldwide, the majority being hemophiliacs (184,560; data from the World Federation of Hemophilia, 2017). Hemophilia poses a paradox: Physical activity is recommended for children with hemophilia for the sake of their health and to promote inclusion, but teachers are reluctant to involve them in sports at school. School psychologists play a key role in helping patients and their families adapt and learn to cope with their new reality, and they provide psychosocial support by helping patients and their families develop strategies to cope with physical, mental, emotional, and social challenges related to hemophilia.

Objective. The objective of this study is to include children with hemophilia, and their parents and teachers, in a participatory process to design an innovative digital tool for modifying mental representations of parents and teachers about the importance of physical activity and sports at school for hemophiliacs.

Design. The present study is based on a pre-/post-test design where the mental representation about hemophilia of all individuals concerned (16 children with hemophilia: mean age = 7.8 years, SD = 1.9; their parents; and their teachers) is collected twice: at the beginning (pre-test) and at the end (post-test) of the process of collaborative game design.

Results. Even though fathers, mothers, and teachers perceive some sports as more risky than others (e.g., rugby, soccer, cycling), they modied their opinions positively about the necessity of physical activity and sports at school for children with hemophilia. The results showed that the collaborative design of this prototype of an innovative educational tool positively influenced the opinions of fathers, mothers, and teachers about the role of physical activity and sports at school, for their children with hemophilia.

Conclusion. Although the choice of physical activity or sport must be individual and must be discussed with the psychologist, parents, teachers, and children, this hemophilia “team” must discuss the risks and benefits of different sports, taking account of the physical and psychological conditions, because for all these children, physical activity and exercise have many positive benefits for health and can help self-esteem, learning, and inclusion in schools.

Background. Over the last several decades, the world has been made more accessible for people with disabilities. However, many of these achievements have primarily focused on physical limitations, and it is also important that the environment be made easy to understand for those people who may be at risk of social exclusion. Reading competence is one of the fundamental functional skills people need to access communication and culture. The facilitation of this adaptation is called cognitive accessibility. Cognitive accessibility encompasses everything related to how people understand the meaning of their environment, and especially written documents.

Objective.The main objective of this study was to establish a scale of evaluation of reading competence for adults with intellectual and developmental disability (IDD) compared to university students (as a control group). Thus, we sought to  establish different levels of reading competence relative to the difficulty of various texts (A, B, C), in accordance with the criteria established in the Common European Framework of Reference for Languages (CEFR).

Design. 450 adults with IDD and 200 undergraduate university students took part in this study. They read and were scored on three texts of different lexical and semantic complexity.

Results. The results in three different studies showed that adults with intellectual and developmental disability (AIDD) improve their performance in reading comprehension when additional time and support are made available.

Conclusion. If a greater amount of time is made available, the performance of a significant part of the AIDD population improves considerably, in some cases approaching the level of performance of university students. These results raise new lines of research on how to give people with IDD access to more comprehensible and accessible reading material.

Background. Although lyric poetry contains enormous opportunities for personal development of teenagers, expanding the scope of aesthetic experiences available to them, students often respond to it with hostility, for it is rather hard for them to comprehend. While much prior research has stressed the importance of teaching poetry to adolescents, the psychodidactic foundations of developing their creative interaction with lyric poetry and the role of textbooks in this process remain virtually unexplored.

Objective. To examine the psychodidactic foundations of developing teenagers’ creative interaction with lyric poetry: the relevant principles and their implementation in an educational book of a new – psychodidactic – type, which determines the strategy and tactics of the joint study activity modeled in it.

Design. A teaching intervention was conducted, which included whole-class discussions of the poems and work with educational books based on psychodidactic principles. Participants were 311 6th-8th grade students from four Moscow secondary schools.

Results. The principle of open individuality was singled out as the basic one and was elaborated in four interrelated sub-principles: wholeness, polylogy, multidimensionality, and value hierarchy. These principles were implemented in two educational book chapters on lyric poems by A. Pushkin and M. Lermontov. The Wilcoxon signed-rank test conducted upon the results before and after the intervention revealed that the control group showed no significant changes, whereas the final results of the experimental group revealed significant (p < .001) increases in the level of the assessed aspects of creative interaction: description of one’s impression, interpretative opinion, lyric plot, experiences of the lyric hero, and figurative language.

Conclusion. Building the learning process on the psychodidactic principles mentioned above, as well as working with educational books based upon these principles, is effective in developing teenagers’ creative interaction with lyric poems, turning the reading of poetry into a valuable experience.

Background. The principles of acquiring knowledge and developmental theories are powerful tools that psychologists use in educational contexts to change people’s lives. As student populations become more diverse, psychologists need to play an important role in the evaluation and adaptation of their cognitive, behavioral, motivational, attitudinal, and emotional needs and challenges. They can intervene in various areas, from curriculum development, to regulations and guidelines for the application of direct educational tools and techniques by students, teachers, or institutions. One way to promote change at a macro-level is through providing creative experiences, such as interactive and engaging exhibitions that foster personal development at different levels.

Objective. The main focus of this study was to contribute to a theoretical foundation for the need to communicate psychological concepts through exhibitions. The secondary focus was the feedback given by visitors of all ages and educational contexts about how they enriched their knowledge about emotions through participating in an exhibit on the subject.

Design. We used a descriptive design, which employed diverse kinds of feedback from the visitors to an exhibition to measure its impact. The exhibition aimed at explaining in an interactive way what emotions are and how they may be regulated. The Southern Regional Delegation of the Order of Portuguese Psychologists (OPP) developed and displayed the “Experiencing Emotions” Exhibition (EEE), which featured 30 different activities divided into three parts: recognizing, living with, and transforming emotions. e exhibition toured the southern region of Portugal for nine months and was visited by more than 9000 people.

Results. The feedback was positive for all indicators.

Conclusion. Exhibitions like this one may be powerful instruments in the future to ensure that everyone has access to psychological concepts through interactive experiences, and gains knowledge about themselves, others, and the world.

Background. Cultivation of positive attitudes towards gifted education is important to ensure that gifted students receive educational opportunities appropriate to their learning needs.

Objective. To examine the attitudes of students, parents, and teachers towards gifted education in the Slovenian upper secondary schools.

Design. A total of 1,020 students from four selective co-educational upper secondary schools (i.e., gymnasiums), their teachers (n= 84), and parents (n = 306) participated in the study. Respondents’ attitudes were assessed using an adapted version of the Gagne and Nadeau attitude survey about gifted students and their education. In order to obtain a deeper insight into the context, an open question about gifted education was also posed.

Results. Participants generally hold neutral to positive attitudes towards gifted education. They expressed their awareness of gifted students’ special academic needs and the meaningfulness of specific educational support. Furthermore, 68% of participating students emphasized the need for relatedness to their peers (i.e., not to stand out or be labelled), often neglected in provisions for the gifted. Comparative analysis showed that attitudes towards the extent of knowledge and experience in the field differed among the groups of participants.

Conclusion. Qualitative analysis complemented the quantitative findings by addressing “the principle of challenging” instead of “the principle of adding”, suggesting that the focus should be primarily on adapting the curricula and, out of consideration for their social and emotional needs in adolescence, not on overloading gifted students.

Background. In recent decades, discussionhas been increasingabout the guidelines for psychological interventions, evidence-based interventions (EBI), and evidence-based practice (EBP). These efforts have a longer tradition in medicine and psychiatry,but are increasingly present in the practice of school psychology. The creation, use, and implementation of EBP procedures protects psychologists from intuitive and non-scientific procedures that can harm clients, psychology, and its development.

Objective. The focus of this article is the EBP of school psychologists in the Czech Republic, Slovakia, and Slovenia. We researched to what degree psychologists implement EBP in their work in educational institutions, in which domains they most effectively apply EBP, and what the obstacles and needs are regarding EBP in school psychology.

Design. Two hundred and two school psychologists answered a questionnaireabout their application of EBP. The questionnaire contains categories about the sourcesof EBP, its availability,and the extent to which respondents apply EBP in specific domains of their work.

Results. The data show a low practical significance of differences among respondents from the three countries. Respondents reported the highest values for the reliance of their work on professional cooperation, useof EBP principles in specific domains, and use ofprofessional guidelines.The Pearson correlation indicates positive association among all substantial categories.

Conclusion. The preliminary results show that school psychologists are aware of the importance of applying EBP in practice, and highlight some of the obstacles that prevent them from cultivating psychological science in the interest of education.

Background. During the last decades, the need for supporting vulnerable groups of the population facing crisis situations and adversities has grown dramatically. School communities have been particularly affected increasing the need for interventions promoting individual and system’s resilience and well-being.

Objective. This paper presents an integrated approach to linking theory, training, research, and interventions in the Greek educational system in an alternative model for providing school psychological services. This approach puts particular emphasis on the development, implementation, and evaluation of evidence-based prevention and intervention programs for enhancing resilience and supporting school communities during unsettling times. 

Results. In particular the programs that have been developed and implemented by the Laboratory of School Psychology (LSP), National and Kapodistrian University of Athens are reviewed and presented. For the evaluation of the evidence-based intervention programs, a multilevel assessment model has been applied. Overall, results showed the effectiveness of SEL-based intervention programs aiming at a) enhancing individual resilience and psychological adjustment; and b) supporting school communities during adversities, such as economic recession, refugee influx, and natural disasters.

Conclusion. The evaluation process and the positive outcomes of the programs highlight the critical importance of implementing intervention programs to support all members of school communities. The description of the various actions developed and implemented by the LSP stresses the important role that universities can play in bridging the gap between theory, research, training, and practice in the field of school psychology.

Background. Children and adolescents currently spend a great deal of time at school and teachers are viewed as a source of social support in different areas of their personal development, such as their career adaptability.

Objective. To provide insight into the way students in secondary vocational education perceive teacher support and to explore the association between perceived teacher support, career adaptability, and other demographic and academic variables.

Design. A questionnaire battery with two main tools, the Teacher Support Scale and the Career Adapt-Abilities Scale, was the data collection method. Subjects were students in the last year of full-time study at public secondary vocational schools and vocational upper-secondary schools. The sample comprised 3,028 participants aged 18–26.

Result. Students perceived the support of their teachers quite positively, with the difference between boys and girls not being statistically significant. The satisfaction of the student with the field of study, academic performance, and satisfaction with the academic success rate predict the perception of teacher support. The level of perceived teacher support positively correlates with students’ overall career adaptability, as well as with all the dimensions of career adaptability, and is also a significant predictor.

Conclusion. Both key concepts, teacher support and career adaptability, have the potential to attract the attention of psychologists working in the educational system.

Background. In Sweden, teachers are subject to high turnover, unfavorable working conditions, and high incidence of stress-related disorders. The aim of the present study was to (a) assess teachers’ perceptions of work-related health and working conditions, (b) examine the relationship among several key characteristics in teachers’ work environment, and (c) examine the importance for well-being of job satisfaction, separation between work and spare time,and recovery from work.

Design. Primary and lower secondary school teachers in Sweden were invited to participate in a questionnaire study assessing five central aspects of health (subjective well-being, physical activity, self-rated health, sleep quality, and health complaints). Building on previous research, the effect of job satisfaction on well-being as well as on health complaints was tested using a mediation model with separation between work and spare time, and recovery from work, as mediators.

Results. Of the respondents, 40.2% scored below the cut-off recommended in the screening for depression, 43.8% qualifiedas leading a sedentary lifestyle, and 33.7% reported insufficient recovery from work. Sixty-one percentreported one or more sleep problems indicative of insomnia. Well-being correlated highly with self-rated health, health complaints, and separation between work and spare time. There is moderate support for the two models used to analyze the associations between job satisfaction and the outcome variables – well-being and health complaints – as both separation between work and spare time, and recovery from work, partially mediate the associations.

Conclusion. The results confirm recent research pointing to the teaching profession as a vulnerable occupational group. Especially disconcerting and relevant for teachers in Sweden are results indicative of problems with recovery from work and insufficient separation between work and spare time.

Background. Children with deficits in self-regulation often perform worse in school and are less accepted by peers. However, self-regulation can be trained and developed by making detailed plans to achieve specific goals. One such strategy is WOOP (it includes thinking about wishes, outcomes, and obstacles, and creating a plan to achieve a goal), known in the literature as MCII, or if-then plans. 

Objective. Noting the encouraging results of the WOOP method, we aimed to evaluate whether WOOP has the potential to ameliorate self-regulation deficits on a day-to-day-level .

Design. In total, 49 school-aged children (M= 11.2 years, SD= 8.4 months) were randomly assigned to one of two groups: 1) Condition 1, underwent a WOOP intervention; and 2) Condition 2,  performed the intervention without contrasting obstacles and planning. The self-regulation abilities were assessed each day over an 18-day survey period by both the children themselves and their parents. ADHD symptom-severity was assessed as a proxy for self-regulation; specifically, we used six items from the Conners 3 scale and the German adaptation of the Brief Self-Control Scale.

Results.The children in both conditions demonstrated increased self-regulation, according to their self-reports at the beginning and end of the survey period. The parents reported different progressions of the two conditions over the survey period, but these did not differ significantly. In addition, both conditions  are helpful to improve children's self-regulation in daily life. 

Conclusion. Further research on implementing practicable interventions in schoolchildren´s daily life is highly recommended.