Journal of Applied School Psychology最新文献

{"title":"Multidimensional Risk and Resilience Factors in Urban Youth with Unhealthy Weight","authors":"Michael R. Capawana","doi":"10.1080/15377903.2024.2374725","DOIUrl":"https://doi.org/10.1080/15377903.2024.2374725","url":null,"abstract":"Childhood obesity is a prevalent health condition, the effects of which extend to mental health, social relationships, educational performance, and long-term physical health conditions. The present...","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141585850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of Autistic and Nonautistic High School Students Regarding Factors That Impact Their Motivation to Be Academically Successful","authors":"Gary E. Schaffer, Anthony J. Faber, Shahrokh M. Shafaie, Darin Stageberg","doi":"10.1080/15377903.2024.2353922","DOIUrl":"https://doi.org/10.1080/15377903.2024.2353922","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Universal Behavioral Screening: Inclusion of Student’s Trauma Symptoms and Hurricane Exposure","authors":"Irmarie Cruz-López, Tawny N. Evans-McCleon, E. J. Looby, Tianlan Wei, D. Gadke","doi":"10.1080/15377903.2024.2353921","DOIUrl":"https://doi.org/10.1080/15377903.2024.2353921","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Fidget Spinners on Oral Reading Fluency","authors":"Kathleen A. Aspiranti, Ella Schoenen, David M. Hulac","doi":"10.1080/15377903.2024.2353919","DOIUrl":"https://doi.org/10.1080/15377903.2024.2353919","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer Victimization among Black Preschoolers: Roles of Emotion Knowledge, Teacher-Child Relationships, and Gender","authors":"Pamela W. Garner, Kyndra V. Middleton, Julia M. Shadur","doi":"10.1080/15377903.2023.2290733","DOIUrl":"https://doi.org/10.1080/15377903.2023.2290733","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138957302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Exploration of Staff’s Beliefs about School-Wide Positive Behavior Support: Factor Examination Using the Beliefs about Behavior Survey","authors":"Chung-Hau Fan, Chia-Lin Tsai, Yanchen Zhang, Nai-Jiin Yang","doi":"10.1080/15377903.2023.2290726","DOIUrl":"https://doi.org/10.1080/15377903.2023.2290726","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using the Child Behavior Checklist to Screen for PTSD: A Mixed Method Study of Syrian Refugee Youth","authors":"Ana d’Abreu, Sarah K. Ura, Katherine E. Fletcher","doi":"10.1080/15377903.2023.2263386","DOIUrl":"https://doi.org/10.1080/15377903.2023.2263386","url":null,"abstract":"AbstractThis study investigated the utility of using an omnibus measure of child functioning, the Child Behavior Checklist (CBCL), to screen for symptoms of PTSD. Although measures to assess trauma symptoms exist, they are often not linguistically and culturally valid for many school-age populations. Data from parents of Syrian refugee youth (ages 10-18 years, M = 13.54, SD = 2.27, n = 70) who recently resettled in the U.S. were analyzed, as their refugee status implies they likely have experienced traumatic events during the Syrian War. A mixed-method design was employed, comparing qualitative data from parent focus groups to quantitative responses on the CBCL. Results provide preliminary support for use of CBCL items as a culturally-responsive screening tool for screening symptoms of PTSD in school-aged children, though it should not replace formalized assessment.Keywords: Culturally responsive trauma-informed (CRTI)trauma symptomsPTSDmental healthrefugees Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parental Self-Efficacy: Impact of a School Readiness Summer Parenting Intervention","authors":"Samira Amirazizi, Emily Edelman, Erin Dowdy, Matthew Quirk","doi":"10.1080/15377903.2023.2263396","DOIUrl":"https://doi.org/10.1080/15377903.2023.2263396","url":null,"abstract":"AbstractThis study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 2020, immediately following the onset of the COVID-19 pandemic. Specifically, this group-based intervention provided parents with weekly psychoeducation of parenting skills to support their child’s development and wellbeing, a toolkit of kindergarten readiness resources, and social support with other parents. Parent self-efficacy was collected pre and post intervention utilizing the Parent Empowerment and Efficacy Measure (PEEM). Paired samples t-tests demonstrated statistically significant increases in parents’ overall self-efficacy, t(44) = 3.55, p < .05, and efficacy to connect to resources following the intervention, t(44) = 4.30, p < .05. Focus groups explored parents’ perceived growth and confidence to parent and the quality of the relationship with their child after the intervention. Thematic analyses illuminated five core themes, including increased confidence in managing their child’s behavior and emotional regulation, increased ability to perspective take with their child, increased knowledge of milestones and child development, improved conscientiousness and intentional parenting skills, and an increased efficacy to utilize a toolkit of parent resources and skills. Results and implications are discussed regarding how school psychologists and other school staff can support the home learning environment of families during the transition to kindergarten to promote optimal child development.Keywords: Parent trainingearly childhoodinterventionskindergartenprevention AcknowledgementsThe authors would like to thank all the parents who participated in this research study and intervention during the midst of the COVID-19 pandemic. Additionally, the authors would like to acknowledge the efforts of the undergraduate research assistants who contributed to data transcription.Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approvalThis study was reviewed and determined exempt by the University of California, Santa Barbara Internal Review Board.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Awareness of Social Media Audiences among Adolescents in a School-Based Intervention","authors":"Keeley Hynes, Luke Russell, Daniel G. Lannin, Leandra N. Parris, Ani Yazedjian","doi":"10.1080/15377903.2023.2263398","DOIUrl":"https://doi.org/10.1080/15377903.2023.2263398","url":null,"abstract":"The current study investigated adolescents’ (N = 213) decision finding processes and affective reactions to interactions on social media via 29 focus groups. As part of a larger study, adolescents participated in focus groups at two time-points across an academic year while participating in a school-based intervention promoting healthy romantic, interpersonal, and family relationships, job readiness, and financial literacy. Qualitative analyses indicated adolescents’ experiences and decisions on social media platforms were informed by their awareness of audiences, namely who they thought would view their posts and anticipated responses from “friends,” “family members,” “fans,” “creeps,” and “potential employers.” Comprehensive school-based interventions may serve to effectively develop responsibility more broadly, as well as a specific awareness about online risks and behaviors.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the Practices and Tasks of School Psychologists in School and Non-School Settings","authors":"Gary E. Schaffer, Elizabeth M. Power, Amy K. Fisk, Teniell L. Trolian, Jose M. Castillo","doi":"10.1080/15377903.2023.2263388","DOIUrl":"https://doi.org/10.1080/15377903.2023.2263388","url":null,"abstract":"AbstractDespite school psychologists working in non-school settings since 1896, no studies have investigated the practices that these professionals engage in outside the schools. The purpose of this study was to explore the practices of school psychologists in school and non-school settings, such as state agencies and hospitals. Additionally, the researchers sought to uncover why school psychologists chose non-school settings to work in over schools. Insight is provided as to whether the NASP (2020) Practice Model domains were being applied in non-school settings. Findings suggest that the practices of school psychologists in school and non-school settings were aligned with the domains of the NASP Practice Model. Implications for practice, training, and future research regarding school psychologists in non-school settings are discussed.Keywords: Non-school settingsnontraditional settingsalternative practice settingsschool psychologists Disclosure statementThis submission is an original work and is not under review by any other publication. The authors of this publication do not have any interest or relationship, financial or otherwise, that might be interpreted as influencing the research presented in this publication.Notes1 Integrated Science Program: Australia, AUS; Bahrain, BHR; Botswana, BWA; Canada, CAN; Chile, CHL; Chinese Taipei, TWN; Egypt, EGY; England, ENG, Hong Kong SAR, HKG; Iran, Islamic Rep. of, IRN; Ireland, IRL; Israel, ISR; Italy, ITA; Japan, JPN; Jordan, JOR; Korea, Rep. of, KOR; Kuwait, KWT; Malaysia, MYS; New Zealand, NZL; Norway, NOR; Oman, OMN; Qatar, QAT; Saudi Arabia, SAU; Singapore, SGP; South Africa, ZAF; Thailand, THA; Turkey, TUR; United Arab Emirates, ARE; United States, USA.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135094413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}