Journal of Emotional and Behavioral Disorders最新文献_第3页

Developing a Program Model for School-Based Day Treatment for Social, Emotional, and Behavioral Difficulties 针对社交、情绪和行为困难制定基于学校的日间治疗计划模型

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-04-13 DOI: 10.1177/10634266231165488

Kathryn Pierce, Samantha Yamada, Melissa Major, Debra J. Pepler

引用次数: 0

Fostering Social Support and Professional Learning for Special Educators: Building a Community of Practice 促进特殊教育工作者的社会支持和专业学习:建立一个实践社区

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-03-25 DOI: 10.1177/10634266231154196

S. Hirsch, H. Mathews, C. Griffith, Alex Carlson, Alexis Walker

{"title":"Fostering Social Support and Professional Learning for Special Educators: Building a Community of Practice","authors":"S. Hirsch, H. Mathews, C. Griffith, Alex Carlson, Alexis Walker","doi":"10.1177/10634266231154196","DOIUrl":"https://doi.org/10.1177/10634266231154196","url":null,"abstract":"Special educators working with students with emotional and behavioral disorders often report experiencing collegial isolation, exclusion from school communities, and high levels of burnout and stress. At the same time, many special educators have limited professional development and networking opportunities, which could mitigate these negative experiences. In response, we adapted Project Extension Community Healthcare Outcomes (ECHO) to connect and support special educators who work with students with emotional and behavioral disorders (EBD). The ECHO model creates a learning loop between a team of specialists and educators. Through participation in the ECHO, educators and specialists engaged in case-based learning and shared best practices for supporting students with EBD. We used a pre–post group design to examine how the ECHO model can address issues related to educator stress and emotional exhaustion while building a community of practice. Though participants agreed that ECHO creates a community of practice and experienced the program as beneficial, we found no statistically significant differences in participants’ stress and emotional exhaustion between the pre/post survey. Our findings suggest that brief interventions are insufficient for addressing the complexities of teacher burnout.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"21 1","pages":"132 - 143"},"PeriodicalIF":1.9,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74112208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction to Special Series : Supporting Teachers of Students with Emotional and Behavioral Disorders 专题系列导论:支持有情绪和行为障碍学生的教师

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-03-21 DOI: 10.1177/10634266231161025

Tom Farmer

引用次数: 0

Study Protocol: Multi-level Determinants of Implementation and Sustainment in the Education Sector. 研究协议：教育部门实施和可持续性的多层面决定因素。

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-03-01 Epub Date: 2022-05-10 DOI: 10.1177/10634266221090160

Bryce D McLeod, Kevin S Sutherland, Maureen A Conroy, Aaron R Lyon, Jason E Chapman, Kristen L Granger, Lisa Saldana

{"title":"Study Protocol: Multi-level Determinants of Implementation and Sustainment in the Education Sector.","authors":"Bryce D McLeod, Kevin S Sutherland, Maureen A Conroy, Aaron R Lyon, Jason E Chapman, Kristen L Granger, Lisa Saldana","doi":"10.1177/10634266221090160","DOIUrl":"10.1177/10634266221090160","url":null,"abstract":"<p><p>Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address this gap, the Sustaining Evidenced-Based Innovations through Multi-level Implementation Constructs (SEISMIC) project will: (a) Determine if malleable individual, intervention, and organizational factors predict EBP treatment fidelity and modifications during implementation, sustainment, or both; (b) Assess the impact of EBP fidelity and modifications on child outcomes during implementation and sustainment; and (c) Explore the mechanisms through which individual, intervention, and organizational factors influence sustainment outcomes. This protocol paper describes SEISMIC, which builds upon a federally-funded RCT evaluating BEST in CLASS, a teacher-delivered program for K-3rd grade children at risk for EBDs. The sample will include 96 teachers, 384 children, and 12 elementary schools. A multi-level, interrupted time series design will be used to examine the relationship between baseline factors, treatment fidelity, modifications, and child outcomes, followed by a mixed-method approach to elucidate the mechanisms that influence sustainment outcomes. Findings will be used to create a strategy to improve EBP sustainment in schools.</p>","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"31 1","pages":"27-40"},"PeriodicalIF":1.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9983801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9081468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Stuck in a Loop”: A Qualitative Examination of Challenges for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder and Anxiety “陷入循环”:对患有注意力缺陷/多动障碍和焦虑的儿童和青少年的挑战的定性检查

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-26 DOI: 10.1177/10634266231151905

A. Jackson, M. Mulraney, G. Melvin, S. Evans, D. Efron, E. Sciberras

{"title":"“Stuck in a Loop”: A Qualitative Examination of Challenges for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder and Anxiety","authors":"A. Jackson, M. Mulraney, G. Melvin, S. Evans, D. Efron, E. Sciberras","doi":"10.1177/10634266231151905","DOIUrl":"https://doi.org/10.1177/10634266231151905","url":null,"abstract":"Children and adolescents (henceforth “children”) with both attention-deficit/hyperactivity disorder (ADHD) and anxiety experience greater difficulties than children with either alone, though qualitative methodologies are yet to be used to understand the challenges this population experience. We aimed to explore parent-reported daily impacts of co-occurring anxiety in children with ADHD (aged 8–13 years). Participants were enrolled in a trial evaluating an adapted anxiety intervention and were eligible if their child met diagnostic criteria for ADHD plus separation, social, and/or generalized anxiety disorder. A baseline measure of life impacts associated with child anxiety captured situations parents reported were difficult, due to their child’s anxiety. Reflexive thematic analysis of free-text responses ( N = 203) facilitated new insights via inductively generating key themes. Three overarching themes highlighted (1) child difficulties with everyday situations and processes due to their anxiety; (2) the nature of the child’s anxiety being pervasive and unrelenting; and (3) the strain placed on the child’s family system. This study enhances understanding of daily impacts associated with co-occurring anxiety and ADHD and may contribute to an improved understanding of support needs. Results reiterate the need to identify co-occurring difficulties in children with ADHD and support both children and their families.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"14 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83369827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Changing or Acknowledging Cognitions: A Meta-Analysis of Reducing Depression in Adolescence 改变或承认认知:减少青少年抑郁的荟萃分析

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-26 DOI: 10.1177/10634266231154209

Şeyma Uluköylü, Patty Leijten, M. Assink

{"title":"Changing or Acknowledging Cognitions: A Meta-Analysis of Reducing Depression in Adolescence","authors":"Şeyma Uluköylü, Patty Leijten, M. Assink","doi":"10.1177/10634266231154209","DOIUrl":"https://doi.org/10.1177/10634266231154209","url":null,"abstract":"Negative cognitions play a key role in the development and maintenance of depression. To reduce depressive symptoms, most interventions either encourage adolescents to change negative cognitions, theorizing that the presence of negative cognitions underlies depression, or to acknowledge negative cognitions, theorizing that one’s reaction to negative cognitions underlies depression. We compared these two therapeutic strategies in a multilevel meta-analysis of the effects of changing versus acknowledging cognitions on adolescent depression. We searched three databases in June 2022 and identified 104 randomized controlled trials (335 effect sizes). The sample comprised 27,978 adolescents (sample mean age 14−18 years) with all levels of depressive symptoms ( Mage = 15.6 years; 63% female; 65% ethnic majority). The overall effect of interventions on depression was small ( d = 0.21, p < .001). We found no evidence that either strategy was superior to the other. Strategies to acknowledge ( d = 0.23, p = .016) or change cognitions ( d = 0.20, p < .001) both reduced adolescent depression. Our findings suggest, though based on self-reported outcomes, that both strategies are effective in reducing adolescent depression, which allows for flexibility for clinicians and patients. The next step to further understand these strategies is to scrutinize the relative effects of single versus combined approaches to change and acknowledge negative cognitions.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"70 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81457954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School Refusal in Adolescence: Personality Traits and Their Influence on Treatment Outcome 青少年拒学:人格特质及其对治疗结果的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-21 DOI: 10.1177/10634266231151903

Christina M. C. E. de Groot, D. Heyne, A. Boon

{"title":"School Refusal in Adolescence: Personality Traits and Their Influence on Treatment Outcome","authors":"Christina M. C. E. de Groot, D. Heyne, A. Boon","doi":"10.1177/10634266231151903","DOIUrl":"https://doi.org/10.1177/10634266231151903","url":null,"abstract":"There has been little attention to personality in research on school refusal (SR). This study examined personality traits among 41 adolescents receiving cognitive–behavioral therapy (CBT) during participation in a School Refusal Program. Traits were examined via clinical scales and 2-point code types derived from the Minnesota Multiphasic Personality Inventory—Adolescent. The influence of personality traits on treatment outcome was examined at post-treatment and 1-year follow-up. At pretreatment, eight of the 10 clinical scales were disproportionately skewed toward the “high to very high” range relative to a norm group. Social introversion and depressive symptomatology were significantly increased relative to the norm group, and nearly one-half of the adolescents were characterized by code type 2-3/3-2 (depression/hysteria) or 2-0/0-2 (depression/social introversion). Adolescents characterized by a 2-0/0-2 code type were almost twice as likely (odds ratio = 1.78) to be treatment responders at post-treatment. There was no relation between personality traits and treatment outcome at follow-up. The small sample size limits generalization of the study’s findings. If the results are replicated, personality traits may provide useful indications for personalizing treatment when employing interventions recommended in CBT manuals for SR.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"72 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86258380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts 没有像我们这样的地方:在农村环境中超越执行的保真度

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-18 DOI: 10.1177/10634266231155856

Margaret P. Weiss, D. Rowe, Pamela J. Mims, Thomas W. Farmer

{"title":"There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts","authors":"Margaret P. Weiss, D. Rowe, Pamela J. Mims, Thomas W. Farmer","doi":"10.1177/10634266231155856","DOIUrl":"https://doi.org/10.1177/10634266231155856","url":null,"abstract":"Rural schools experience difficulty in filling teaching positions at higher rates than non-rural schools. Recruiting and retaining teachers are critical in these districts; however, because the term “rural” is variable, a one-size-fits-all response is not possible. Rural communities tend to be geographically remote, have a low critical mass of students with distinct disabilities, and have relatively few resources to provide differential support for students. In this context, special educators may find themselves in circumstances where they operate as general specialists who are responsible for addressing a broad range of student needs without the support of other related service providers (e.g., school psychologists, curriculum specialists, school counselors, speech and language pathologists). Garwood’s article provides a catalyst to consider ecological system factors that affect burnout, attrition, and, as a consequence, instruction, particularly for students with disabilities. In this response, we view this issue from a perspective of rural schools, where the system contexts are varied and directly impact teacher-level variables, such as the ability to implement evidence-based practices (EBPs) with fidelity. Taking a developmental systems approach, we describe what makes rural settings unique and how these characteristics interact with the critical features of EBPs, as well as suggest how preparation and induction programs might better prepare and sustain teachers to adapt instruction to these rural contexts. We conclude with implications for practice and policy.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"294 1","pages":"154 - 167"},"PeriodicalIF":1.9,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88674979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What Parents Think Versus What Parents Do: Examining Parental Accommodation Beliefs and Behaviors in Relation to Youth Anxiety in the Presence of Externalizing Concerns 父母所想的与父母所做的:在外化关注的存在下，检查父母的适应信念和行为与青少年焦虑的关系

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-09 DOI: 10.1177/10634266231154205

Austen McGuire, Katie Kriegshauser, J. Blossom

{"title":"What Parents Think Versus What Parents Do: Examining Parental Accommodation Beliefs and Behaviors in Relation to Youth Anxiety in the Presence of Externalizing Concerns","authors":"Austen McGuire, Katie Kriegshauser, J. Blossom","doi":"10.1177/10634266231154205","DOIUrl":"https://doi.org/10.1177/10634266231154205","url":null,"abstract":"Anxiety and externalizing concerns create notable challenges for families. One factor that has been widely studied in relation to anxiety concerns, which may also be influenced by externalizing symptoms, is parental accommodation. Most research on parental accommodation has tended to focus on behaviors, while not accounting for accommodation beliefs. The current study sought to examine the relation between both parental accommodation beliefs and behaviors and also determine to what extent externalizing symptoms may influence this relation in youth. Treatment-seeking youth ( N = 260; Mage = 13.48, range: 8–17) and their caregivers completed measures on anxiety symptoms, externalizing symptoms, and parental accommodation. Results indicated that parental accommodation behaviors had a direct influence on anxiety-related family impairment and avoidance but not anxiety symptom severity. There were no direct associations for parental accommodation beliefs. Externalizing symptoms moderated the relation between accommodation behaviors and family impairment, suggesting that the influence of parental accommodation on reported family impairment is attenuated at greater levels of externalizing symptoms. These findings highlight the importance of considering externalizing symptoms when examining the relation between parental accommodation and anxiety presentations, as well as further researching how accommodation-specific beliefs may influence accommodation behaviors and anxiety in youth.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"118 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77602011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles 学校领导、氛围和职业隔离对特殊教育教师压力和应对的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-01 DOI: 10.1177/10634266221148974

K. Herman, James Sebastian, Colleen L. Eddy, W. Reinke

{"title":"School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles","authors":"K. Herman, James Sebastian, Colleen L. Eddy, W. Reinke","doi":"10.1177/10634266221148974","DOIUrl":"https://doi.org/10.1177/10634266221148974","url":null,"abstract":"Much recent literature has highlighted the stressful nature of teaching and its relations with teacher and student well-being. The present study extended this literature to focus on special education teachers. We first conducted a latent class analysis to characterize patterns of stress and coping among special education teachers (N = 404). Consistent with several prior studies with general education teachers and principals, we found three profiles: normative (high stress/high coping), maladaptive (high stress/low coping), and adaptive (low stress/high coping). Next, we examined school contextual predictors of these profiles including leadership characteristics (collegial, instructional), density of special education teachers (an indicator of professional isolation), and climate factors (teacher affiliation, school structure and support, safety, expectations). The maladaptive class was distinguished by a lower proportion of special education teachers, worse perceptions of school disciplinary structure and school safety, and higher academic expectations. The findings have implications for improving the burnout model presented in the special series overview and for creating school contexts that improve special education teacher well-being, persistence, and implementation fidelity.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"18 1","pages":"120 - 131"},"PeriodicalIF":1.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74393614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1