Journal of School Psychology最新文献_第3页

Information sharing between psychiatric hospitals and schools to better support adolescents returning to school following a suicide-related crisis 精神病院和学校之间共享信息，以便更好地为自杀危机后重返校园的青少年提供支持

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-07-06 DOI: 10.1016/j.jsp.2024.101343

Marisa E. Marraccini , Chelsea B. McGraw , Lora Henderson Smith , Cari Pittleman , Megan Griffard , Juliana L. Vanderburg , Amanda C. Tow , Telieha J. Middleton , Christina M. Cruz

{"title":"Information sharing between psychiatric hospitals and schools to better support adolescents returning to school following a suicide-related crisis","authors":"Marisa E. Marraccini , Chelsea B. McGraw , Lora Henderson Smith , Cari Pittleman , Megan Griffard , Juliana L. Vanderburg , Amanda C. Tow , Telieha J. Middleton , Christina M. Cruz","doi":"10.1016/j.jsp.2024.101343","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101343","url":null,"abstract":"<div><p>As rates of adolescent hospitalization for suicide-related crises increase, so does the urgency for improving adolescent school reintegration. Communication and collaboration are considered key mechanisms for continuity of care during times of transition; however, to date, few studies have identified critical information to share or have explored strategies for navigating challenges to information sharing during and following school reintegration. The present study explored previously hospitalized adolescent (<em>n</em> = 19), parent (<em>n</em> = 19), school professional (<em>n</em> = 19), and hospital professional (<em>n</em> = 19) views of information sharing and their perceptions of facilitators and barriers to this communication. Applied thematic analysis revealed three key themes related to the best information to share across entities, including the (a) need to consider environmental relevance to information (i.e., informing school supports and hospital treatment), (b) importance of considering information unique to each patient's circumstance (i.e., sharing information on a “case-by-case basis”), and (c) duality between families preferring to share minimal information but school professionals desiring the maximum (i.e., less is more vs. more is better). Regarding facilitators and barriers to information sharing, six key themes emerged, including (a) understanding risks and benefits of information sharing; (b) trust in hospitals and schools; (c) mental health stigma; (d) communication processes; (e) navigating individual, family, school, and community contexts; and (f) “push and pull” between privacy and need. Findings inform key considerations for collaborating with families in determining if and what information to share during school reintegration.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Violent extremism in the U.S.: Causes and consequences for youth, families, schools, and communities 美国的暴力极端主义：青少年、家庭、学校和社区的原因和后果

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-07-04 DOI: 10.1016/j.jsp.2024.101345

Matthew J. Mayer , John Horgan , Todd I. Herrenkohl , David Osher

引用次数: 0

Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children 针对少数种族和族裔学龄前儿童的文化适应性 SEL 干预措施的系统性审查

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-07-04 DOI: 10.1016/j.jsp.2024.101344

Kizzy Albritton , Adrienne Stuckey , Kelsey Klatka , Kenia Cruz

{"title":"Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children","authors":"Kizzy Albritton , Adrienne Stuckey , Kelsey Klatka , Kenia Cruz","doi":"10.1016/j.jsp.2024.101344","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101344","url":null,"abstract":"<div><p>Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3–5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

The effectiveness of a contextually grounded social emotional learning program in Haiti: A pilot cluster randomized control trial 海地社会情感学习项目的有效性：分组随机对照试验

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-07-04 DOI: 10.1016/j.jsp.2024.101349

Laura Miller-Graff , Catherine Maloney , Lucka Jouthe Beauvil , Myrlande Octave Feuille

{"title":"The effectiveness of a contextually grounded social emotional learning program in Haiti: A pilot cluster randomized control trial","authors":"Laura Miller-Graff , Catherine Maloney , Lucka Jouthe Beauvil , Myrlande Octave Feuille","doi":"10.1016/j.jsp.2024.101349","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101349","url":null,"abstract":"<div><p>Social emotional learning (SEL) has a robust evidence basis, but there remains a large gap in literature on the effectiveness of programs across educational settings in low- and middle-income countries and conflict-affected settings. The present study was a pilot trial aimed at evaluating the effects of a classroom based SEL program on dimensions of classroom climate and individual student social emotional skills. In the present study, fourth through sixth grade classrooms in 10 schools (<em>N =</em> 39 teachers, 75.68% female; <em>N =</em> 1048 students, 62.3% female) were randomly allocated to the SEL or wait-list control condition. The SEL program was associated with significant improvements in teacher reports of student achievement orientation (<em>d</em><sub>r</sub> = 1.21) and responsible decision-making (<em>d</em><sub>r</sub> = 0.49). There were no significant differences between conditions on peer sensitivity, teacher-pupil interactions, student interpersonal skills, or overall social emotional skills. Findings suggest that this community-developed, contextually relevant SEL curriculum may hold promise even in the context of ongoing adversity, including the COVID-19 pandemic and heightened insecurity due to political violence.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Understanding and preventing violent extremism in school settings 了解和预防学校环境中的暴力极端主义

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-07-03 DOI: 10.1016/j.jsp.2024.101346

John Horgan , Carrie Lorig , Randy Borum , Clare S. Allely , Todd I. Herrenkohl

引用次数: 0

The influence of procedural characteristics on within-case effect sizes for academic outcomes 程序特征对学业成果个案内效应大小的影响

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2024-07-02 DOI: 10.1016/j.jsp.2024.101347

Ethan R. Van Norman , David A. Klingbeil , Adelle K. Sturgell

{"title":"The influence of procedural characteristics on within-case effect sizes for academic outcomes","authors":"Ethan R. Van Norman , David A. Klingbeil , Adelle K. Sturgell","doi":"10.1016/j.jsp.2024.101347","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101347","url":null,"abstract":"<div><p>Single-case experimental designs (SCEDs) have been used with increasing frequency to identify evidence-based interventions in education. The purpose of this study was to explore how several procedural characteristics, including within-phase variability (i.e., measurement error), number of baseline observations, and number of intervention observations influenced the magnitude of four SCED effect sizes, including (a) non-overlap of all pairs (NAP), (b) baseline corrected tau (BC-Tau), (c) mean-phase difference (MPD), and (d) generalized least squares (GLS) when applied to hypothetical academic intervention SCED data. Higher levels of measurement error decreased the average magnitude of effect sizes, particularly NAP and BC-Tau. However, the number of intervention observations had minimal impact on the average magnitude of NAP and BC-Tau. Increasing the number of intervention observations dramatically increased the magnitude of GLS and MPD. Increasing the number of baseline observations also tended to increase the average magnitude of MPD. The ratio of baseline to intervention observations had a statistically but not practically significant influence on the average magnitude of NAP, BC-Tau, and GLS. Careful consideration is required when determining the length of time academic SCEDs are conducted and what effect sizes are used to summarize treatment outcomes. This article also highlights the value of using meaningful simulation conditions to understand the performance of SCED effect sizes.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141542100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 belonging mediates the longitudinal effects of racial/ethnic identity on academic achievement and emotional well-being among Black and Latinx adolescents 学校归属感对黑人和拉美裔青少年学业成绩和情绪稳定的种族/民族认同感的纵向影响具有中介作用

IF 5 1区心理学

Journal of School Psychology Pub Date : 2024-06-13 DOI: 10.1016/j.jsp.2024.101330

Seowon Song , Monica J. Martin , Zhe Wang

{"title":"School belonging mediates the longitudinal effects of racial/ethnic identity on academic achievement and emotional well-being among Black and Latinx adolescents","authors":"Seowon Song , Monica J. Martin , Zhe Wang","doi":"10.1016/j.jsp.2024.101330","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101330","url":null,"abstract":"<div><p>Social Identity Theory proposes that a positive in-group social identification fosters students' academic motivation and psychological well-being. The present study, grounded in Social Identity Theory, investigated the roles of racial/ethnicity identity (REI) in the development of school adjustment among Black and Latinx youth as well as the psychological mechanisms underlying these longitudinal associations. We hypothesized that REI would positively predict the development of academic achievement and emotional symptoms. In addition, we hypothesized that the development of school belonging would mediate the predictive effects of REI on the growth of academic achievement and emotional symptoms. Participants were 475 (<em>n</em> = 182 Black, 48.9% female; 293 Latinx, 47.8% female) students in Grades 7–9. Students self-reported their REI, school belonging, and emotional symptoms. Academic achievement was assessed using standardized achievement test scores. The longitudinal mediation models indicated that REI indirectly predicted the development of academic achievement and emotional symptoms through students' sense of school belonging. Specifically, higher REI embedded achievement and lower REI awareness of racism predicted higher school belonging in Grade 7. Higher Grade 7 school belonging in turn predicted faster academic growth in Grade 7 to Grade 9 as well as lower emotional symptoms in Grade 7. In addition, the three dimensions of REI also directly predicted the growth of academic achievement and emotional symptoms in Grades 7–9. The mediated effects were smaller in size than the direct effects. These findings highlight the importance of fostering positive REI and a strong sense of school belonging in promoting school adjustment among racial/ethnic minoritized, academically at-risk youth.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141314718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

No “Top of the triangle kids”: Toward conceptual clarity of students, behavior, and tiers in MTSS to advance social justice 没有 "三角形顶端的孩子"：在 MTSS 中明确学生、行为和层级的概念，促进社会公正

IF 5 1区心理学

Journal of School Psychology Pub Date : 2024-06-08 DOI: 10.1016/j.jsp.2024.101325

Amanda L. Sullivan , Mollie Weeks , Faith G. Miller , Thuy Nguyen , Tara Kulkarni , Shay Williams , Jiwon Kim

引用次数: 0

Navigating the school transition: Within- and between-person associations between adolescents' academic self-efficacy, school relatedness, and intrinsic academic motivation 引导学校过渡：青少年学业自我效能感、学校相关性和内在学业动机之间的人内和人际关联

IF 5 1区心理学

Journal of School Psychology Pub Date : 2024-06-08 DOI: 10.1016/j.jsp.2024.101326

Jingyun Wang , Tessa Kaufman , Stefanos Mastrotheodoros , Susan Branje

{"title":"Navigating the school transition: Within- and between-person associations between adolescents' academic self-efficacy, school relatedness, and intrinsic academic motivation","authors":"Jingyun Wang , Tessa Kaufman , Stefanos Mastrotheodoros , Susan Branje","doi":"10.1016/j.jsp.2024.101326","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101326","url":null,"abstract":"<div><p>Adolescents with higher levels of the basic psychological needs of competence, autonomy, and relatedness report better school functioning compared to their peers with lower levels of these needs. This study extended previous work by examining associations in within-person changes of these psychological needs in the school context, with a special focus on the secondary school transition period. We examined within-person relations between academic self-efficacy, intrinsic academic motivation, and school relatedness. Dutch adolescents (<em>N</em> = 290; <em>M</em><sub>age</sub> = 11.58 years, <em>SD</em> = 0.44 at T1) who were in their last year of primary school were followed for four waves across 2 years. Results from random-intercept cross-lagged panel models (RI-CLPMs) showed moderate to strong positive concurrent associations between academic self-efficacy, intrinsic academic motivation, and school relatedness at both the within- and between-person levels. Moreover, within-person increases in school relatedness predicted increases in intrinsic academic motivation 6 months later. Thus, it is vital that researchers, teachers, and educators are aware that social connections and belongingness are important after the school transition for increasing intrinsic academic motivation.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0022440524000463/pdfft?md5=8ac12eb4ed465dce59d579b56d8b4149&pid=1-s2.0-S0022440524000463-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Common misconceptions and good practices in qualitative research in school psychology 学校心理学定性研究的常见误区和良好实践

IF 5 1区心理学

Journal of School Psychology Pub Date : 2024-06-08 DOI: 10.1016/j.jsp.2024.101328

Sujay V. Sabnis , Jennifer R. Wolgemuth

{"title":"Common misconceptions and good practices in qualitative research in school psychology","authors":"Sujay V. Sabnis , Jennifer R. Wolgemuth","doi":"10.1016/j.jsp.2024.101328","DOIUrl":"https://doi.org/10.1016/j.jsp.2024.101328","url":null,"abstract":"<div><p>After a long journey in relative obscurity, qualitative research is being accepted in the field of school psychology. As more school psychology researchers and graduate students adopt it as part of their scholarly endeavors, we reflect on the qualitative research published in school psychology since 2006 in terms of what has been done so far and what can be improved going forward. This act of academic retrospection can strengthen qualitative research in school psychology by helping to identify areas of strength and weakness. We read all qualitative studies published in seven school psychology journals between 2006 and 2021 to understand their methodological character. In Section I, we discuss the methodological trends (e.g., approach to inquiry, data collection methods, data analysis strategies) we found. In Section II, we reflect upon this corpus and identify some common misconceptions about qualitative methodologies that stood out to us. We clarify these misconceptions and highlight some examples of ‘good’ practices in these articles that could be adopted by other researchers. Finally in Section III, we provide some general recommendations about developing school psychologists' understanding of and the ability to conduct qualitative research.</p></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":null,"pages":null},"PeriodicalIF":5.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141294683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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