Journal of Applied School Psychology最新文献_第5页

School Psychologists’ Assessment Practices for Students with Co-Occurring Anxiety and Autism Spectrum Disorder 学校心理学家对同时出现焦虑和自闭症谱系障碍学生的评估实践

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Journal of Applied School Psychology Pub Date : 2021-06-30 DOI: 10.1080/15377903.2021.1941468

Emma W. Nathanson, Kristin M. Rispoli

引用次数: 1

Barriers to Universal Mental Health Screening in Schools: The Perspective of School Psychologists 从学校心理学家的角度看学校普遍心理健康筛查的障碍

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Journal of Applied School Psychology Pub Date : 2021-06-26 DOI: 10.1080/15377903.2021.1941470

John R. Burns, R. Rapee

{"title":"Barriers to Universal Mental Health Screening in Schools: The Perspective of School Psychologists","authors":"John R. Burns, R. Rapee","doi":"10.1080/15377903.2021.1941470","DOIUrl":"https://doi.org/10.1080/15377903.2021.1941470","url":null,"abstract":"Abstract Many young people with mental disorders are not identified until some years after the first onset of symptoms and then frequently do not receive professional intervention. One promising strategy to better identify these young people is mental health screening in schools. Despite a growing literature on the benefits of school-based screening, it remains a relatively uncommon practice and little is known about the practices of those schools that do screen. Moreover, the barriers that prevent schools from screening are not well understood. This study reports on the perceptions of school psychologists about universal mental health screening in schools regarding the prevalence of screening; the practices within schools that do screen; and the perceived barriers to implementing screening. Results indicated that screening remains uncommon, with only 14.8% of school psychologists working in schools that screened in the previous 12 months. The most significant barriers to screening related to being adequately resourced to implement programs, and particularly concerns about how to follow-up students identified as being at-risk. Despite this, school psychologists endorse the potential benefit of screening and report being likely to run screening programs if perceived barriers could be reduced. Impact and Implications statement Universal mental health screening in schools remains uncommon. The main perceived barriers relate to adequate resources – partly in terms of available time - and to management of at-risk students. Despite these barriers, school psychologists see school-based screening as useful for student wellbeing.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1941470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46082156","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}

引用次数: 11

School Adjustments in Children with Attention Deficit Hyperactivity Disorder (ADHD): Peer Relationships, the Quality of the Student-Teacher Relationship, and Children’s Academic and Behavioral Competencies 注意力缺陷多动障碍（ADHD）儿童的学校适应：同伴关系、师生关系质量与儿童的学业和行为能力

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Journal of Applied School Psychology Pub Date : 2021-06-25 DOI: 10.1080/15377903.2021.1941471

Martina Berchiatti, Antonio Ferrer, L. Badenes-Ribera, C. Longobardi

{"title":"School Adjustments in Children with Attention Deficit Hyperactivity Disorder (ADHD): Peer Relationships, the Quality of the Student-Teacher Relationship, and Children’s Academic and Behavioral Competencies","authors":"Martina Berchiatti, Antonio Ferrer, L. Badenes-Ribera, C. Longobardi","doi":"10.1080/15377903.2021.1941471","DOIUrl":"https://doi.org/10.1080/15377903.2021.1941471","url":null,"abstract":"Abstract This study aimed to investigate how children with attention deficit hyperactivity disorder (ADHD) adjust to school when compared to typically developing students. The convenience sample consisted of 135 children—27 with ADHD and 108 in the control group—and 19 prevalent teachers from 6 primary and secondary schools in Northwest Italy. Children were assessed with a sociometric questionnaire. Evaluations were also used to assess teachers’ perceptions of their relationships with their students, children’s behaviors, and children’s academic competencies. Chi-squared tests, independent sample t tests, bivariate correlations, and one-way multivariate analyses of variance (MANOVA) were used to analyze the data. The chi-squared test showed that children with ADHD were rejected by their peers and more unpopular than expected. The results of the one-way MANOVA tests showed greater difficulty on the teacher’s part in establishing relationships based on affective closeness with children with ADHD than with typically developing children. Children with ADHD also showed higher levels in emotional symptoms, behavioral problems, hyperactivity, and peer problems than typically developing children. This study’s findings suggest that teachers should consider the wellbeing of children with ADHD to improve their social and behavioral development on children’s ability to adjust to school.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1941471","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45387440","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}

引用次数: 3

Evaluating a Mindfulness-Based Intervention to Improve Academic Engagement 评估以正念为基础的干预以提高学术参与度

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Journal of Applied School Psychology Pub Date : 2021-06-25 DOI: 10.1080/15377903.2021.1941472

Michael I. Axelrod, Michael L. Santagata

引用次数: 2

Small Group-Delivered Literacy Based Behavioral Interventions for Young Children 幼儿基于读写能力的小群体行为干预

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Journal of Applied School Psychology Pub Date : 2021-05-19 DOI: 10.1080/15377903.2021.1926033

Kalynn Hall Pistorio, M. Brady, Kelly B. Kearney, S. Darling, Jessica L. Bucholz, Lisa A. Finnegan

引用次数: 1

Adapting an Evidence Based Tier 3 Organizational Skill Intervention to Improve Classwide Organizational Skills 采用基于证据的第3层组织技能干预来提高整个班级的组织技能

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Journal of Applied School Psychology Pub Date : 2021-05-03 DOI: 10.1080/15377903.2021.1911898

Deanna Jo Britton-Rumohr, Amanda L. Lannie

引用次数: 0

Examining frequency and modality of parent engagement in an elementary school mental health intervention 调查小学心理健康干预中家长参与的频率和方式

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Journal of Applied School Psychology Pub Date : 2021-04-22 DOI: 10.1080/15377903.2021.1911896

Jennifer Kurian, D. Murray, Laura J. Kuhn, D. LaForett

引用次数: 1

Changes in Teacher Stress and Wellbeing Throughout the Academic Year 整个学年教师压力和幸福感的变化

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Journal of Applied School Psychology Pub Date : 2021-04-03 DOI: 10.1080/15377903.2020.1804031

Nathaniel P. von der Embse, Ariel Mankin

{"title":"Changes in Teacher Stress and Wellbeing Throughout the Academic Year","authors":"Nathaniel P. von der Embse, Ariel Mankin","doi":"10.1080/15377903.2020.1804031","DOIUrl":"https://doi.org/10.1080/15377903.2020.1804031","url":null,"abstract":"Abstract Teacher wellbeing has taken on increased importance in understanding contextual variables related to student academic, social-emotional, and behavioral growth. Despite its importance, little is known about how wellbeing and stress change throughout the school year. Single item measures may be a viable alternative to lengthy rating scales, particularly when measuring constructs across multiple time-points; however, further information is needed to understand the psychometric defensibility of these tools. The current study aims to address current limitations in the literature through a multifaceted examination of teacher stress, efficacy, and school connectedness. Specifically, the study explores the concurrent validity of three single-item measures by examining correlations between single-item scales and the Teacher Subjective Wellbeing Questionnaire (TSWQ). Second, the study investigates changes in teacher wellbeing and stress across a school year via a weekly report of stress, efficacy, and school connectedness. Participants included 158 middle school teachers from a large, diverse district in the Northeast United States. Results indicated moderate to strong correlations between teaching efficacy and school connectedness single item measures with long-form rating scales of teacher wellbeing. In addition, teacher stress increased by nearly 20% from October to June, while school connectedness and teaching efficacy declined by a similar amount. Implications for assessment and intervention to support teacher wellness are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2020.1804031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42227962","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}

引用次数: 21

The School Psychologist’s Role in Manifestation Determination Reviews: Recommendations for Practice 学校心理学家在表征决定评论中的作用：实践建议

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Journal of Applied School Psychology Pub Date : 2021-03-19 DOI: 10.1080/15377903.2021.1895396

Justin P. Allen

{"title":"The School Psychologist’s Role in Manifestation Determination Reviews: Recommendations for Practice","authors":"Justin P. Allen","doi":"10.1080/15377903.2021.1895396","DOIUrl":"https://doi.org/10.1080/15377903.2021.1895396","url":null,"abstract":"Abstract Manifestation determination reviews (MDRs) are a federally mandated practice that prevents schools from suspending students with disabilities for more than 10 days before determining if the student’s disability is significantly and directly related to the problem behavior. The process is a controversial one, and prior research has shown that the process is often interpreted loosely and implemented haphazardly. Although the practice lacks defined theoretical parameters and empirical testing, the results of the team’s assessment will have significant consequences for the student. Similarly, in the intervening years since the 1997 federal regulations, schools have witnessed a rise in MDR associated litigation from aggrieved families. Consequently, MDRs can be described as a high-stakes assessment for both students and schools that relies on unsound empirical and theoretical support. Current MDR approaches may be improved by systematically reviewing and updating to contemporary practices. This paper examines the current research on MDR practices and provides recommendations that may be employed by school psychologists and district officials. Implementation recommendations and suggestions for future research are discussed.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1895396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44218128","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}

引用次数: 4

Psychoeducational Assessment of Transgender and Gender Nonconforming (TGNC) Individuals: Recommendations for Best Practices 跨性别和性别不合规（TGNC）个体的心理教育评估：最佳实践建议

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Journal of Applied School Psychology Pub Date : 2021-03-19 DOI: 10.1080/15377903.2021.1895398

Francis Yong Chen, Amy Shatila, J. Lasser, B. Beck

{"title":"Psychoeducational Assessment of Transgender and Gender Nonconforming (TGNC) Individuals: Recommendations for Best Practices","authors":"Francis Yong Chen, Amy Shatila, J. Lasser, B. Beck","doi":"10.1080/15377903.2021.1895398","DOIUrl":"https://doi.org/10.1080/15377903.2021.1895398","url":null,"abstract":"Abstract This article addresses the need to support and advocate for students identifying as transgender/gender nonconforming (TGNC). As school psychologists, the standards and practices as outlined by the National Association of School Psychologists and the American Psychological Association emphasize the respect and protection of people of all ethnicities, cultural background, creeds, gender identity and how they identify themselves as people. School psychologists work to engage and advocate ranging from an individual student to helping evaluate and transform delivery of services, including assessment, systemically, such as schools and training programs. The authors have reviewed literature and advocacy resources in identifying the roles of school psychologists in this role of advocacy. The authors describe the intersection of person, all the confluences of what becomes that person, and society. The referral for assessment and the assessment, itself, is often the start of the school psychologist’s interactions with the students with whom they engage and support in the school setting. The intention of this article is to convey resources, provide professional context, and start a list of resources to support, at times evaluate needs, and to advocate for their needs. The issue, as stated, is not having TGNC individuals educate the professionals on who they are but for the school psychologists to develop an understanding of this aspect of the human experience as children, neighbors, partners, and a continuum of humanity.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15377903.2021.1895398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44803756","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}

引用次数: 1