Journal of School Psychology最新文献

{"title":"An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students","authors":"Emma J. Carpendale ,&nbsp;Melissa J. Green ,&nbsp;Katherine L. Dix ,&nbsp;Stacy Tzoumakis ,&nbsp;Kate E. Williams ,&nbsp;Sonia L.J. White ,&nbsp;Vaughan J. Carr ,&nbsp;Kristin R. Laurens","doi":"10.1016/j.jsp.2025.101447","DOIUrl":"10.1016/j.jsp.2025.101447","url":null,"abstract":"<div><div>Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11–12 years) on the five social-emotional competencies defined by the <em>Collaborative for Academic, Social, and Emotional Learning</em> (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making). A total of 18,643 Year 6 students self-reported competencies on the <em>Middle Childhood Survey–Social-Emotional Learning</em>, and 569 school leaders reported on delivery of SEL to these students via the <em>Survey of School Promotion of Emotional and Social Health.</em> Multi-level regression, accounting for school clustering, compared competency levels among students who did and did not receive SEL at school. Secondary analyses determined the strength of effects for students receiving programs with a high-quality evidence base, for programs supported by little or no empirical evidence, and for evidence-based SEL programs that provided a high degree of explicit teaching (i.e., structured teaching and skills practice) of the targeted social-emotional competencies, each relative to students receiving no SEL programs. Positive significant effects of SEL were observed on four of five competencies (excluding Responsible Decision-Making), with effects being strongest for empirically-evidenced SEL programs that provided explicit teaching of the targeted competency. No significant effects of under-evidenced programs were observed. This novel, population-level evaluation demonstrates the universal benefit of evidence-based SEL programs in supporting elementary school students' development of social-emotional competencies.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101447"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776754","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}

{"title":"A systematic literature review of randomization procedures within single-case research designs","authors":"Angus Kittelman ,&nbsp;Aaron Mowery ,&nbsp;Kathleen M. Conley ,&nbsp;Sarah Quinn ,&nbsp;Wenjing Bao ,&nbsp;Aaron R. Campbell ,&nbsp;Fahad Alresheed ,&nbsp;Buket Erturk İnal ,&nbsp;Wendy Machalicek","doi":"10.1016/j.jsp.2025.101458","DOIUrl":"10.1016/j.jsp.2025.101458","url":null,"abstract":"<div><div>This systematic literature review examined the use of randomization procedures within single-case research designs in the field of education. We identified 717 documents that met our inclusion criteria for reports (articles, dissertations, theses) published or made available between 2010 and 2022. Results indicated a steady increase in the use of randomization procedures over this twelve-year period. Researchers most often included randomization procedures within multiple baseline and alternating treatments designs. The most common types of randomization procedures in order from most to least often reported were within-intervention case randomization, phase-order randomization, between-intervention case randomization, and intervention start-point randomization. In addition, randomization tests were conducted in 8% of studies. Findings of this study provide implications for research when using and reporting randomization procedures. Suggestions for determining suitable student outcomes and educational settings for using randomization procedures within single-case research are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101458"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098591","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}

{"title":"Effects of V-COACH, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention","authors":"Jesslyn M. Durling ,&nbsp;John C. Begeny ,&nbsp;Jiayi Wang ,&nbsp;C. Shannon O'Neal ,&nbsp;Shobana Musti","doi":"10.1016/j.jsp.2025.101466","DOIUrl":"10.1016/j.jsp.2025.101466","url":null,"abstract":"<div><div>Research suggests that many educators struggle to implement evidence-based practices (EBPs) with fidelity. Coaching can be used to support implementation, but several barriers often prevent coaching from occurring in school-based settings. One way to support educators' implementation of EBPs—whether they deliver instruction online or in person—is with virtual coaching. Using a concurrent multiple-baseline design with randomization, master's level pre-service teacher participants in this study received a virtual version of a structured coaching model (referred to as <em>virtual COACH</em>) to support their implementation of an EBP for reading. Visual analyses and effect size analyses showed that virtual COACH had a significant and generally large effect on each interventionist's fidelity (with adherence and/or quality), and this was true for interventionists with a range of different fidelity levels at baseline. Using a measure of teacher-coach alliance, evidence also suggested that virtual COACH generally had good social validity and allowed for establishing a quality working relationship between the coach and teacher. Implications and future research directions are discussed, and the present study provides additional experimental evidence for the effectiveness of COACH as a feasible model for improving users' fidelity of school-based interventions.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101466"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928407","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}

{"title":"Participatory reading research: Development and application of the bilingual reading intervention targeting tool","authors":"Kirsten W. Newell ,&nbsp;Israel Arevalo ,&nbsp;Kathrin E. Maki ,&nbsp;Anne F. Zaslofsky","doi":"10.1016/j.jsp.2025.101460","DOIUrl":"10.1016/j.jsp.2025.101460","url":null,"abstract":"<div><div>Proficient reading is critical to support overall educational performance and is associated with higher graduation and employment rates and lifetime earnings, underscoring the need to ensure every student has access to quality reading instruction. Yet reading research, both basic empirical research as well as applied assessment and intervention research, has historically been largely monolingual and Anglocentric. There is little guidance for educators supporting young bilingual learners' reading skill development across diverse languages and cultures. Consequently, inaccurate perceptions of bilingualism as a deficit and limited access to appropriate biliteracy assessment and intervention contribute to poor reading outcomes for bilingual learners in U.S. schools. This conceptual paper aims to upend typical research processes with bilingual learners by embedding early reading assessment and intervention research within the language learning context of schools, allowing for the exploration of culturally and linguistically relevant questions via participatory action research in partnership with educators. To do so, the history of marginalization of bilingual learners in U.S. schools is explored. Next, literacy and biliteracy research from diverse fields of study is reviewed. Finally, a decision-making tool based on this interdisciplinary research base is proposed for linking reading assessment to reading intervention for early bilingual learners, with specification of steps to apply the tool within participatory action research partnerships. The purpose of disseminating the tool is to facilitate access to the complex field of biliteracy and to rapidly move research and evidence-based practices forward, centering bilingual learners and driven by educators who already work in bilingual contexts to overcome the typical limitations of research with bilingual learners.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101460"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928410","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}

{"title":"Anti-colonial methodology in school psychology research with Latine communities","authors":"Rachel T. Santiago,&nbsp;David Aguayo","doi":"10.1016/j.jsp.2025.101452","DOIUrl":"10.1016/j.jsp.2025.101452","url":null,"abstract":"<div><div>Latine youth are one of the fastest-growing youth populations in the U.S., with tremendous diversity in culture and language. Despite the importance of conducting culturally relevant, responsible research with Latine youth and families, school psychology research often does not include theories or methods aligned with Latine cultures. The purpose of the present paper is to discuss key theories relevant to research with Latine communities and provide actionable recommendations for researchers. Recommendations are discussed within five domains: rethinking knowledge production, distinguishing and measuring race and ethnicity, oral storytelling and testimonio, the role of community, and the role of researchers in the process. Implications for practice, limitations, and future research directions are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101452"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807732","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}

{"title":"A complex dynamic systems perspective on the roles of culture, context, and identity in psychoeducational interventions","authors":"Avi Kaplan ,&nbsp;Joanna K. Garner ,&nbsp;Stephen Whitney","doi":"10.1016/j.jsp.2025.101470","DOIUrl":"10.1016/j.jsp.2025.101470","url":null,"abstract":"<div><div>In this paper, we apply a Complex Dynamic Systems (CDS) perspective to reconsider current causal assumptions about educational contexts and the roles of culture, context, and identity in psychoeducational interventions. Focusing on phenomena such as teachers' and students' engagement, motivation, development, and wellbeing, we emphasize the phenomenon's <em>conceptual</em> unit-of-analysis for interventions as “the agent(s) in their authentic lived environment.” Different from assumptions about causality in prevalent approaches to designing and evaluating interventions (e.g., RCT) as cross-contextual, independent, and mostly linear, a CDS perspective affords accounting for contextual and treatment-related heterogeneity and dynamism by viewing causal processes as emergent, non-deterministic, and changing due to factors' <em>inter-</em>dependence, shifting stability, and contextual embeddedness. We describe a CDS model of culturally and contextually based identity, motivation, and action—the Dynamic Systems Model of Role Identity (DSMRI)—to illustrate the application of CDS to psychoeducational interventions. We exemplify this perspective's implications for designing and evaluating psychoeducational interventions as design-based case studies that ground analyses at the unit-of-analysis of the “agent(s)-in-context.”</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101470"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124180","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}

{"title":"Validity evidence of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A systematic review & quantitative synthesis","authors":"Annie Goerdt ,&nbsp;Faith G. Miller ,&nbsp;Danielle Dupuis ,&nbsp;Anna Li ,&nbsp;Jenna Rausch","doi":"10.1016/j.jsp.2025.101449","DOIUrl":"10.1016/j.jsp.2025.101449","url":null,"abstract":"<div><div>Early identification of student social, emotional, and behavioral (SEB) concerns is vital to prevent and ameliorate future difficulties. Yet, assessment practices rely on sound validity arguments to accurately identify students who may benefit from support. As the strength of a validity argument relies on the extent of validity evidence, the synthesis of evidence may facilitate appropriate use and interpretation. Therefore, this systematic review synthesized peer-reviewed empirical studies and unpublished dissertations and theses of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS) conducted in educational settings. Studies were included if they assessed the validity of the revised version of the SAEBRS-TRS. Data were extracted and coded for sample characteristics, procedural characteristics, evidence of validity, and quality appraisal. Results of the systematic search identified 29 studies meeting inclusion criteria, consisting of 65,317 students across K-12 grade levels. Overall, evidence of validity for SAEBRS-TRS scores was promising yet limited in several respects. Findings highlight limitations in the existing literature concerning the diversity of samples, a lack of studies examining measurement bias, the relative weakness of the Emotional Behavior subscale, and the need for further exploration of the factor structure for the revised version of the measure. Future research is critical to gain a complete understanding of this measure.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101449"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792132","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}

{"title":"Cultural adaptation of youth mental health first aid training for Asian American parents","authors":"Cixin Wang ,&nbsp;Mazneen Havewala","doi":"10.1016/j.jsp.2025.101448","DOIUrl":"10.1016/j.jsp.2025.101448","url":null,"abstract":"<div><div>Although often portrayed as “model minorities,” many Asian American adolescents struggle with mental health problems. Asian American youth are also less likely to receive school-based mental health services (SBMHS) compared with their non-Asian peers. Culturally adapting the Youth Mental Health Fist Aid (YMHFA) training program can be an effective way to engage Asian American parents to utilize SBMHS. Although many school districts have offered YMHFA trainings to staff and parents, no controlled studies have evaluated the efficacy of YMHFA in the United States. We culturally adapted YMHFA for Asian American parents through collaboration with schools and community organizations, and evaluated its efficacy using a blocked random assignment study design. We examined if (a) YMHFA impacted parents' mental health literacy (MHL), help-seeking intentions, stigma, attitudes towards professional help, confidence in MHFA skills, engagement in first-aid behaviors, and youth mental health (both parent and youth report); and (b) whether the improvement was maintained four months after the training. Parents (<em>n</em> = 99, <em>M</em>_age = 46.24; <em>SD</em>_age = 6.80, 89 % mothers) were randomly assigned to treatment and waitlist control groups. They completed measures before the intervention, one month after the intervention, and four months after the intervention. Parents in the experimental group showed decreased stigma, and improvements in MHL, attitudes towards help seeking, confidence in using first aid behavior, and actual engagement in first aid behavior after attending the training as compared to parents in the waitlist control group. Participants in waitlist control group also showed improvements in all above-mentioned areas after receiving the training. All treatment gains were maintained at 4-month follow-up. Findings contributed to the limited literature on how to culturally adapt YMHFA for Asian American parents at school, and provided evidence for the efficacy of YMHFA among Asian American parents.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101448"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792133","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}

{"title":"“Exhaustive but effective”: A multi-site study investigating the profiles of teachers' emotions and emotional labor","authors":"Hui Wang ,&nbsp;Anne C. Frenzel","doi":"10.1016/j.jsp.2025.101456","DOIUrl":"10.1016/j.jsp.2025.101456","url":null,"abstract":"<div><div>Teachers routinely experience and manage a variety of emotions to meet the requirements of their profession. Previous research has primarily focused on how teachers' emotions or their emotional labor affects their well-being and teaching quality. The present study takes a more holistic, person-centered approach to identify groups of teachers with distinct emotional experiences and emotional labor tendencies. In the first study, 474 Canadian secondary school teachers (female: 72.5%) were categorized into three profiles: emotionally healthy deep actors, emotionally healthy surface actors, and emotionally unhealthy surface actors. The emotionally healthy deep actors reported the highest levels of well-being, while the emotionally unhealthy surface actors reported the lowest. The same profiles were observed in Study 2 with 85 German secondary school teachers (female: 57.6%). Among these teachers, the emotionally healthy surface actors were rated by students as the most supportive (<em>N</em>_students = 1327). Conversely, the emotionally unhealthy surface actors received the least favorable student ratings of teaching quality (cognitive activation, classroom management, student support). In conclusion, our study indicates that emotional labor, specifically surface acting, has a double-edged function, with both positive and negative implications. On the one hand, it is linked to diminished well-being among teachers, while on the other hand, it has the potential to enhance students' perceptions of teacher support.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101456"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089648","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}

{"title":"A (very brief) scoping review: Where is school psychology's literature on Jews and antisemitism in the United States?","authors":"Sally L. Grapin,&nbsp;Brianna G. Badolato,&nbsp;Peter D. Goldie","doi":"10.1016/j.jsp.2025.101467","DOIUrl":"10.1016/j.jsp.2025.101467","url":null,"abstract":"<div><div>Antisemitism refers to prejudice, discrimination, and violence toward Jewish people and is pervasive in the United States (U.S.). Despite school psychology's increasing emphasis on social justice, the field has devoted little (if any) effort to addressing anti-Jewish discrimination. This scoping review aimed to systematically map research on antisemitism and Jewish identity, perspectives, and experiences in the U.S. Articles published in ten major school psychology generalist journals from January 1, 2008 through April 5, 2024 were systematically searched for literature focused on antisemitism and/or the perspectives or experiences of Jews in the U.S. Of the 6020 articles published across these journals over more than 15 years, none examined antisemitism or Jewish populations in the U.S. Findings suggest that school psychology scholars have been virtually silent in regard to anti-Jewish prejudice and discrimination in the U.S. The absence of this work signals the need for a robust body of research that (a) explores the impact of antisemitism on school-age youth; (b) investigates Jewish representation and antisemitism in the profession of school psychology; and (c) leverages critical theory to uproot antisemitism and incorporate Jewish voice in school psychology research.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101467"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089649","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}