School Psychology International最新文献_第4页

Critical psychology & education: Opportunities outside silos 批判心理学与教育：筒仓之外的机遇

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-07-10 DOI: 10.1177/01430343231187064

Tim Corcoran, Stephen J. Vassallo

引用次数: 0

Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study 采用视频反馈干预支持幼儿在学校的师生互动和行为规范:一项定性试点研究

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-06-28 DOI: 10.1177/01430343231184001

Kim M. Starreveld, M. Overbeek, A. Willemen, M. Bakermans-Kranenburg

{"title":"Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study","authors":"Kim M. Starreveld, M. Overbeek, A. Willemen, M. Bakermans-Kranenburg","doi":"10.1177/01430343231184001","DOIUrl":"https://doi.org/10.1177/01430343231184001","url":null,"abstract":"The evidence-based parenting program Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) may have potential to also support teachers in primary schools in their interaction with children with behavior problems. We therefore adapted the intervention for use with primary school teachers (VIPP-School). Here we examined the feasibility of VIPP-School, using qualitative analyses of the perceptions of teachers and VIPP-interveners on their experiences with VIPP-School. Three teacher-child dyads from kindergarten and 2nd grade participated in six sessions of VIPP-School. Perceptions of the participants were collected using semi-structured interviews, logbooks, observations and a questionnaire. The data were qualitatively analysed. Thematic analysis showed five main themes: 1) scheduling of appointments, 2) experiences with intervention elements, 3) working alliance, 4) changes in the teacher-child interaction, 5) defining the target group. Teachers mentioned notable time investment, but appreciated the video feedback as a great way to become more aware of subtle signals of the child and their own behaviors. This study shows that with some adaptations VIPP-School is an acceptable and deliverable intervention for teachers in primary education. It has potential for supporting teachers in the interaction with children with behavioral problems. Further research on the effectiveness of VIPP-School is recommended.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45643907","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

Implementation and experimental evaluation of school-based intervention programs promoting adolescent mental health: Lessons learned 促进青少年心理健康的校本干预方案的实施和实验评估:经验教训

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-06-27 DOI: 10.1177/01430343231183999

Amanda W. G. van Loon, Hanneke E. Creemers, Simone Vogelaar, Nadira Saab, A. Miers, P. Westenberg, J. Asscher

{"title":"Implementation and experimental evaluation of school-based intervention programs promoting adolescent mental health: Lessons learned","authors":"Amanda W. G. van Loon, Hanneke E. Creemers, Simone Vogelaar, Nadira Saab, A. Miers, P. Westenberg, J. Asscher","doi":"10.1177/01430343231183999","DOIUrl":"https://doi.org/10.1177/01430343231183999","url":null,"abstract":"Targeted school-based programs seem to be a promising approach to help adolescents in need. Nevertheless, successful implementation and evaluation of such programs is challenging. However, there is limited knowledge about (overcoming) the challenges of implementation and experimental evaluation of school-based programs. The goal of the present paper is, therefore, to improve future research by describing the challenges encountered and lessons learned during two randomized controlled trials (RCTs) to study the effectiveness of two skills-training programs reducing school or social stress. In this way, we aim to inform others who plan to implement and evaluate such programs in schools using an RCT design. Some of the challenges encountered apply to all effectiveness studies, such as the recruitment and retention of participants; others are more “intervention at school” specific, such as scheduling the programs and assessments. Our experiences show that it is possible to effectively implement and evaluate targeted programs promoting adolescent mental health in secondary schools with RCTs, even during a worldwide health pandemic, but that it requires investing sufficient time in keeping close and regular contact as well as clear communication between the involved parties. Moreover, high levels of flexibility are needed in adjusting scheduled meetings for intervention and research while keeping track of the entire process for each school and individual participant.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48223201","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

Examining the association between self-control and mental health among adolescents: The mediating role of resilience 青少年自我控制与心理健康的关系研究：复原力的中介作用

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-06-18 DOI: 10.1177/01430343231182392

zeynep şimşir gökalp

{"title":"Examining the association between self-control and mental health among adolescents: The mediating role of resilience","authors":"zeynep şimşir gökalp","doi":"10.1177/01430343231182392","DOIUrl":"https://doi.org/10.1177/01430343231182392","url":null,"abstract":"Failure of self-control is one of the core characteristics of numerous mental health issues. The significance of self-control for mental health is well known, but studies investigating the association between self-control and mental health and the mechanisms underlying this association are quite limited, especially in adolescents. The current cross-sectional study aimed to test the mediating role of resilience in the relationship between self-control and mental health (i.e. psychological well-being and mental health problems) in adolescents. The sample comprised 405 high school students from a state school in one of the major cities of Turkey. Participants’ ages ranged from 13 to 18 years ( Mage = 15.94, SD = 1.11), and 34.6% identified as male and 65.4% as female. Findings showed that self-control was positively correlated with psychological well-being and resilience but negatively correlated with mental disorders. Additionally, resilience mediated the association between self-control and mental health disorders as well as the association between self-control and psychological well-being. The study's results are discussed in the context of previous research, and implications for psychologists and mental health professionals working in schools are offered.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47656672","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: 2

A comparison of two teacher trainings on student anxiety 两种教师培训对学生焦虑的比较

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-06-15 DOI: 10.1177/01430343231180299

Golda S. Ginsburg, Jeffrey E. Pella, A. DeVito, Grace Sze York Chan

{"title":"A comparison of two teacher trainings on student anxiety","authors":"Golda S. Ginsburg, Jeffrey E. Pella, A. DeVito, Grace Sze York Chan","doi":"10.1177/01430343231180299","DOIUrl":"https://doi.org/10.1177/01430343231180299","url":null,"abstract":"The purpose of this study was to compare the impact of two teacher trainings, both focused on identifying student anxiety and implementing empirically supported anxiety reduction strategies in the classroom. A comparison of teachers’ satisfaction with their training was examined along with pre–post training changes on measures of teachers’ knowledge and use of evidence-based anxiety reduction strategies, perceived confidence in assisting students with anxiety, and teaching self-efficacy. Volunteer elementary teachers in New England USA were randomized to receive either a six-hour interactive training (Teacher Anxiety Program for Elementary Students; TAPES; n = 41) or a three-hour didactic (Teacher Anxiety Training; TAT; n = 37). Fifty-four teachers completed their respective training (mean age 40.9; SD = 10.2; 98% female; 96% White). Results from t-tests indicated that levels of training satisfaction were high and similar across trainings. Mixed-design ANOVA analyses found that teachers receiving both trainings showed significant improvements in teacher knowledge and use of anxiety reduction strategies, confidence, and self-efficacy. Teachers receiving TAPES, compared to TAT, showed greater improvements in their knowledge of anxiety reduction strategies. Findings highlight the need and perceived value of training teachers on topics related to identifying and managing student anxiety.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43586309","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

Student resilience to COVID-19-related school disruptions: The value of historic school engagement. 学生对covid -19相关学校中断的适应能力:历史性学校参与的价值

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-04-01 Epub Date: 2022-12-09 DOI: 10.1177/01430343221138785

Linda Theron, Michael Ungar, Jan Höltge

{"title":"Student resilience to COVID-19-related school disruptions: The value of historic school engagement.","authors":"Linda Theron, Michael Ungar, Jan Höltge","doi":"10.1177/01430343221138785","DOIUrl":"10.1177/01430343221138785","url":null,"abstract":"Does historic school engagement buffer the threats of disrupted schooling - such as those associated with the widespread COVID-19-related school closures - to school engagement equally for female and male high school students? This article responds to that pressing question. To do so, it reports a study that was conducted in 2018 and 2020 with the same sample of South African students (n = 172; 66.30% female; average age in 2020: 18.13). A moderated moderation model of the 2018 and 2020 data showed that historic levels of school engagement buffered the negative effects of disrupted schooling on subsequent school engagement (R² = .43, β = -5.09, p < .05). This protective effect was significant for girl students at moderate and high levels of historic school engagement, but not at lower levels of historic school engagement. Disrupted schooling did not significantly affect school engagement for male students at any level of historic school engagement. In addition, student perceptions of teacher kindness were associated with higher school engagement and having experienced an adverse event at school with lower school engagement. The results point to the importance of facilitating school engagement and enabling school environments - also when schooling is disrupted.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"190-213"},"PeriodicalIF":2.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9742732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48137984","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

The Impact of COVID-19, Mental Health Distress, and School-Based Sociocultural Protective Factors among Elementary-Aged Children and their Caregivers. 新冠肺炎疫情、心理健康困扰和校本社会文化保护因素对小学学龄儿童及其照顾者的影响

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-04-01 Epub Date: 2022-09-21 DOI: 10.1177/01430343221128192

Aijah K B Goodwin, Anthony J Roberson, Ar'Reon Watson, Grace L Chen, Anna C J Long

{"title":"The Impact of COVID-19, Mental Health Distress, and School-Based Sociocultural Protective Factors among Elementary-Aged Children and their Caregivers.","authors":"Aijah K B Goodwin, Anthony J Roberson, Ar'Reon Watson, Grace L Chen, Anna C J Long","doi":"10.1177/01430343221128192","DOIUrl":"10.1177/01430343221128192","url":null,"abstract":"Given the individual and systemic stress endured by children and families during the COVID-19 pandemic, research examining culturally responsive school experiences and supports to enhance resilience is critical. This study examined the relationship between caregivers' perceptions of COVID-19 impact, mental health distress among children and caregivers, and school-based sociocultural protective factors, including culturally responsive practices in schools and the relationships between teachers and caregivers, concurrently and longitudinally. Data were collected from caregivers of elementary-aged children at two-time points from March to April 2020 (N = 174) and one year later in 2021 (N = 114). Regression analyses revealed that COVID-19 impact positively predicted and parent-teacher joining negatively predicted mental health concerns among children and families, concurrently and longitudinally. Furthermore, there was a positive relationship between caregivers' perceptions of teachers' social awareness and justice practices and mental health symptoms for children in 2020. Parent-teacher joining longitudinally moderated the relationship between COVID-19 impact and caregivers' mental health concerns. This study provides implications regarding sociocultural resilience factors that should be considered in schools amidst the COVID-19 pandemic.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"154-171"},"PeriodicalIF":2.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9494165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43384080","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

Resilience to COVID-19 challenges: Lessons for school psychologists serving school-attending youth with experiences of marginalization. 对新冠肺炎挑战的复原力：为有边缘化经历的在校青年服务的学校心理学家的经验教训

IF 1.7 3区心理学

School Psychology International Pub Date : 2023-04-01 Epub Date: 2023-01-31 DOI: 10.1177/01430343231151591

Anastassios Matsopoulos, Linda Theron

{"title":"Resilience to COVID-19 challenges: Lessons for school psychologists serving school-attending youth with experiences of marginalization.","authors":"Anastassios Matsopoulos, Linda Theron","doi":"10.1177/01430343231151591","DOIUrl":"10.1177/01430343231151591","url":null,"abstract":"This special issue is focused on the lessons learned from the COVID-19 health crisis, showcasing new cross-cultural research from different countries, such as rural/urban US, South Africa, and Australia. The aim οf the special issue is to highlight new knowledge related to pandemic-related impacts, as well as underscore variables that will promote children's resilience and especially vulnerable and marginalized children. We argue that all adults associated with schools (e.g., teachers, school psychologists, administrators, aides, parents, and social workers) need to synergize in creating a caring school community that is purposefully committed to supporting student resilience, especially among students with experiences of marginalization. A multisystemic resilience approach has been adopted and the focus has been on caring adults in the school communities and how they can support the most vulnerable students if the adults (school psychologists parents, caregivers, teachers, and other role-players) take co-ownership of championing student resilience in times of crisis. The studies included in this special issue highlight important issues especially for school psychologists, such as girls' school engagement as a buffering factor to school disruptions, the value of multigenerational supports, the value of spirituality in dealing with crises, the sense of supportive connectedness with schools and finally teacher empowerment to support student wellbeing.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"123-134"},"PeriodicalIF":1.7,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9895316/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48338893","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

Rural parent and elementary school student resilience to COVID-19: Disability status and parental predictors of change. 农村家长和小学生对COVID-19的适应能力:残疾状况和父母变化的预测因素

IF 2.3 3区心理学

School Psychology International Pub Date : 2023-04-01 Epub Date: 2022-09-25 DOI: 10.1177/01430343221128195

Suzannah B Chatlos, Preeti G Samudra, Jillian M Magoon, Aquilas C Lokossou

{"title":"Rural parent and elementary school student resilience to COVID-19: Disability status and parental predictors of change.","authors":"Suzannah B Chatlos, Preeti G Samudra, Jillian M Magoon, Aquilas C Lokossou","doi":"10.1177/01430343221128195","DOIUrl":"10.1177/01430343221128195","url":null,"abstract":"Little is known about how the COVID-19 pandemic relates to child and parent functioning in a rural population. The present study investigated how disability status and parent factors related to resilience in a rural population before and after the shift to remote instruction. Parents of elementary-aged children in a rural area of the U.S. completed an online questionnaire, rating their own functioning and their child's academic, cognitive, and socioemotional functioning (1) retrospectively thinking back to a month before the pandemic, and (2) at the time of the survey, approximately four months after the onset of pandemic changes. Parents of children with disabilities perceived stronger child resilience through the pandemic transition than parents of children without disabilities. Additionally, parents who better maintained their work-life balance and support through the pandemic transition reported stronger resilience in their children. These results highlight the importance of supporting all children and parents during difficult transitions (e.g., providing additional resources so that parents can maintain similar levels of balance and support through the transition), including those students who have experienced less adversity pre-transition.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"135-153"},"PeriodicalIF":2.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9510962/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43798399","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

Risks and opportunities for children's well-being in resource-constrained multigenerational households during COVID-19: Implications for school psychology interventions. 新冠肺炎期间资源紧张的多代同堂家庭中儿童福祉的风险和机会：对学校心理干预的影响

IF 1.7 3区心理学

School Psychology International Pub Date : 2023-04-01 Epub Date: 2022-12-18 DOI: 10.1177/01430343221144407

Kamleshie Mohangi

{"title":"Risks and opportunities for children's well-being in resource-constrained multigenerational households during COVID-19: Implications for school psychology interventions.","authors":"Kamleshie Mohangi","doi":"10.1177/01430343221144407","DOIUrl":"10.1177/01430343221144407","url":null,"abstract":"The coronavirus disease (COVID-19) pandemic had a global impact on family social and economic well-being. Individuals and families sought alternative living arrangements as a result of the financial crisis, health implications, and housing insecurity, with many joining multigenerational households. However, it is unknown how multigenerational family life affects children's well-being. Therefore, this qualitative study explored risks and resilience-building opportunities for children's psychological and social well-being in resource-constrained multigenerational households during the COVID-19 pandemic in South Africa. Five multigenerational families were selected through snowball sampling and case design. The three generations of participants were grandparents (n = 5), parents (n = 7), and children (n = 4). Data were gathered through a questionnaire and interviews. The study received institutional ethics approval. After thematic analysis, two themes and six sub-themes were identified. Risks were related to interpersonal conflict, family collective fear of COVID-19, and children's multiple other fears. Opportunities were identified as academic support, shared responsibilities, life skills and values acquisition, and family cohesion. Results demonstrated the potential risks and resilience-building opportunities multigenerational households present for children's psychosocial well-being. Multisystemic influences in a multigenerational household contribute to children's adjustment. These outcomes necessitate systemic school psychology interventions. Longitudinal studies are recommended to explore child well-being trends in multigenerational households in varying socioeconomic contexts.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"236-254"},"PeriodicalIF":1.7,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9768532/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48780681","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