Journal of School Psychology最新文献_第7页

The child and adolescent social support scale: Assessing four types of perceived support from five sources 儿童和青少年社会支持量表：评估来自五个来源的四种感知支持

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-06-01 Epub Date: 2025-05-19 DOI: 10.1016/j.jsp.2025.101464

Kara M. Styck , Sandra Y. Rueger , Christine K. Malecki , Michelle K. Demaray , Andrew E.W. Slany , Yoonsun Pyun , Matthew J. Geisler , Margaret K. Kassel

{"title":"The child and adolescent social support scale: Assessing four types of perceived support from five sources","authors":"Kara M. Styck , Sandra Y. Rueger , Christine K. Malecki , Michelle K. Demaray , Andrew E.W. Slany , Yoonsun Pyun , Matthew J. Geisler , Margaret K. Kassel","doi":"10.1016/j.jsp.2025.101464","DOIUrl":"10.1016/j.jsp.2025.101464","url":null,"abstract":"<div><div>The <em>Child and Adolescent Social Support Scale</em> (CASSS) is one of the most commonly used measures of perceived social support with children and adolescents. The psychometric properties supporting the subscales representing the various sources of support are well-established. However, less support is available for the subscales representing the various types of support within support sources. The purpose of the current study was to investigate the degree to which the empirically derived dimensions of the CASSS align with its multidimensional theoretical framework consisting of four types of perceived support (i.e., emotional, informational, appraisal, and instrumental) from each of five sources of support (i.e., parent, teacher, classmate, close friend, and people at school) with a diverse sample of 7th and 8th grade students (<em>N</em> = 901). Four confirmatory factor models were tested and compared. Results indicated good fit for models that included one or more of the following structures: source by type (e.g., parent emotional support), source (e.g., parent support including all types), and overall social support. Strong/scalar invariance was found for these structures across socioeconomic resources, but only weak/metric invariance was found for these structures across gender. Evidence from this study supports the structural fidelity of the CASSS as a measure of the type of social support perceived from important sources and suggests caution in comparing CASSS scores across gender.</div><div><em>Significance Statement</em>: Results of the current study support the use of the CASSS to measure type of perceived social support from different sources in middle school students. However, caution is warranted when comparing scores across gender, given results indicating that CASSS scores may not be comparable across middle school boys and girls.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101464"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084756","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

Reconciling discrepant universal screening data to improve decision-making: A Bayesian logistic regression approach 协调不一致的普遍筛选数据以改善决策：贝叶斯逻辑回归方法

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-06-01 Epub Date: 2025-04-15 DOI: 10.1016/j.jsp.2025.101461

Nathaniel von der Embse , Sonja Winter , Wes Bonifay , Stephen Kilgus , Carly Oddleifson , Katie Eklund , Shannon Suldo , Joseph Latimer

{"title":"Reconciling discrepant universal screening data to improve decision-making: A Bayesian logistic regression approach","authors":"Nathaniel von der Embse , Sonja Winter , Wes Bonifay , Stephen Kilgus , Carly Oddleifson , Katie Eklund , Shannon Suldo , Joseph Latimer","doi":"10.1016/j.jsp.2025.101461","DOIUrl":"10.1016/j.jsp.2025.101461","url":null,"abstract":"<div><div>There are a substantial number of students with mental health needs who do not receive timely support. Universal screening is a promising practice for facilitating early intervention services. Multi-informant assessment is noted as a best practice for valid decision-making. However, this practice has not yet been applied to universal screening data. Universal screening utilizing a single rater (teacher) likely results in a significant number of students not being identified for support. This study (1) employed a Bayesian statistical model to incorporate students' background information (e.g., demographic variables; disciplinary referrals; social, academic, and emotional risk statuses) to generate estimates of academic risk, (2) used this background information to generate cut scores in a training sample and validate them in a test sample, and (3) identified the unique value of adding teacher and student self-reports with regard to sensitivity and specificity. Results demonstrated the promise of incorporating background information in the accurate identification of students with low, medium, and high risk for mental health needs. Implications for research and practice are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101461"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834931","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

Beyond individual factors: Contextual factors matter for students' test anxiety 超越个人因素：环境因素对学生的考试焦虑很重要

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-06-01 Epub Date: 2025-03-31 DOI: 10.1016/j.jsp.2025.101434

Audrey-Ann Journault , Alexe Bilodeau-Houle , Félix Duplessis-Marcotte , Isabelle Plante , Charles-Édouard Giguère , Sonia J. Lupien

{"title":"Beyond individual factors: Contextual factors matter for students' test anxiety","authors":"Audrey-Ann Journault , Alexe Bilodeau-Houle , Félix Duplessis-Marcotte , Isabelle Plante , Charles-Édouard Giguère , Sonia J. Lupien","doi":"10.1016/j.jsp.2025.101434","DOIUrl":"10.1016/j.jsp.2025.101434","url":null,"abstract":"<div><div>This study explored the simultaneous role of selected individual, parental, and school factors in student's test anxiety. In 2019, both members of 339 Canadian parent-child dyads (<em>N</em> = 626; 209 girls, 260 mothers, mostly White, child <em>M</em><sub>age</sub> = 15.2) from 13 schools completed self-report validated scales at two time points (May/June 2019 and October/November 2019). Results from multilevel mixed-effects models revealed that negative stress mindsets, perfectionism, and low autonomous motivation significantly predicted 16 % of students' test anxiety four months later. When parental and school-related factors were also considered, parents' trait anxiety (5 %), school type and school level predicted a small additional proportion of the variance (4 %), contrary to controlled motivation, parental practices, perceived threat in the environment and socioeconomic status. Results did not significantly vary across students' or parents' genders. Findings suggest that some contextual factors play an additional unique role in explaining students' test anxiety beyond individual factors, thus pointing out possible new contextual targets for interventions to reduce test anxiety in students.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101434"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143738062","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

Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review 在显示有希望的社会和行为结果的咨询研究中确定共同实践要素：系统回顾

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-06-01 Epub Date: 2025-05-30 DOI: 10.1016/j.jsp.2025.101463

Elisa S. Shernoff , Thomas R. Kratochwill , Staci C. Ballard , Siyue M. Chen , Maya M. Boustani

{"title":"Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review","authors":"Elisa S. Shernoff , Thomas R. Kratochwill , Staci C. Ballard , Siyue M. Chen , Maya M. Boustani","doi":"10.1016/j.jsp.2025.101463","DOIUrl":"10.1016/j.jsp.2025.101463","url":null,"abstract":"<div><div>Consultation is a key service delivered by school psychologists that can reduce the burden of mental health problems and promote healthier school climates given its emphasis on problem solving, prevention and intervention, and supporting educator skill and competence. The purpose of this systematic review was to document how demographic and study design information was reported in the school consultation research and to identify common practice elements that cut across consultation outcome studies with promising student social and behavioral outcomes. We examined 48 studies (39 group design and 9 single-case design) published between 1980 and 2024 and applied a distillation method (<span><span>Chorpita & Daleiden, 2009</span></span>) to summarize demographic and study designs employed and to identify specific practice elements that emerged. Seventy-two percent of studies included students receiving tier two supports as the target for consultation. Forty-three percent of studies included graduate students as consultants, while only 10.4 % of studies included school psychologists as consultants. Demographic characteristics of consultants (i.e., gender reported 33.3 % and race/ethnicity reported 27.1 %) was less frequently reported when compared to the demographic characteristics of consultees and students. At the teacher level, consultant modeling (present in 58.3 % of studies) was the most common practice element, followed by performance feedback (56.3 %), and family engagement (41.7 %). At the student level, praise (present in 56.3 % of studies) was the most common practice element, followed by goal setting (52.1 %), functional behavioral assessment, and tangible rewards (47.9 % of studies). The relative infrequency with which some practice elements were coded (e.g., praise for teacher, cultural adaptation for teacher and student) point to avenues for enhancing school consultation research and practice.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101463"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166700","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 collective edge: Multilevel roles of collective efficacy, Social and Emotional Learning (SEL) Competencies, and demographics in influencing teachers' compassion fatigue and satisfaction 集体优势：集体效能、社会与情绪学习（SEL）能力和人口统计学在影响教师同情疲劳和满意度中的多层次作用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-06-01 Epub Date: 2025-05-14 DOI: 10.1016/j.jsp.2025.101454

Chunyan Yang , Sarah Manchanda , Maedeh Golshirazi

{"title":"The collective edge: Multilevel roles of collective efficacy, Social and Emotional Learning (SEL) Competencies, and demographics in influencing teachers' compassion fatigue and satisfaction","authors":"Chunyan Yang , Sarah Manchanda , Maedeh Golshirazi","doi":"10.1016/j.jsp.2025.101454","DOIUrl":"10.1016/j.jsp.2025.101454","url":null,"abstract":"<div><div>Guided by both the job demands and resources model and social-ecological system theory, the study examined the interplay between teachers' self-perceived social and emotional learning (SEL) competencies, collective efficacy, and demographic factors about their compassion fatigue and compassion satisfaction across teacher and school levels. Participants included 1431 teachers from 98 schools in a large and urban school district in Northern California in the 2020–2021 school year. Hierarchical linear regression modeling revealed SEL competencies' positive associations with teacher-level and school-level collective efficacy and compassion satisfaction. Conversely, these factors were negatively associated with compassion fatigue. Notably, school-level collective efficacy buffered the negative association between teacher SEL competencies and compassion fatigue, whereas teacher-level collective efficacy buffered the positive association between teacher SEL and compassion satisfaction. Moreover, certain teacher- and school-level demographic factors not only independently associated with compassion fatigue and satisfaction but also moderated the associations between SEL competencies and these outcomes. These findings underscore the importance of improving teachers' SEL competencies and collective efficacy to support their well-being. Furthermore, they highlight the compensatory nature of the interaction between SEL competencies and collective efficacy, operating at both individual and school levels, in shaping teachers' experiences of compassion fatigue and satisfaction. Lastly, the study emphasizes the need for tailored SEL interventions that account for the diverse demographic characteristics of teachers and schools to effectively promote teacher well-being and optimize the beneficial impact of SEL competencies.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101454"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143943553","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

Examining the stability of SAEBRS scores, classifications, and latent profiles 检验SAEBRS评分、分类和潜在特征的稳定性

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-06-01 Epub Date: 2025-04-08 DOI: 10.1016/j.jsp.2025.101438

Tyler L. Renshaw , Heather E. Ormiston , Brittany N. Zakszeski , Mei-ki Chan

{"title":"Examining the stability of SAEBRS scores, classifications, and latent profiles","authors":"Tyler L. Renshaw , Heather E. Ormiston , Brittany N. Zakszeski , Mei-ki Chan","doi":"10.1016/j.jsp.2025.101438","DOIUrl":"10.1016/j.jsp.2025.101438","url":null,"abstract":"<div><div>We investigated the stability of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) using a naturalistic sample of teacher-report ratings for K–5 students (<em>N</em> = 1253) across three universal screening occasions (i.e., fall, winter, and spring) within one school year. We analyzed the stability of SAEBRS raw scores and classifications derived from these scores between screening occasions. Results showed strong raw score stability and moderate-to-strong classification stability for the SAEBRS total scale and subscales, with the Emotional Behavior subscale demonstrating the weakest relative stability. We also explored latent profiles indicated by SAEBRS subscale scores, the stability of membership in these profiles across occasions, and the role of student sociodemographic characteristics in predicting membership within these profiles. Findings indicated that two general risk profiles (i.e., at-risk and not at-risk) were identified and that membership in these profiles had strong stability across screening occasions. Moreover, we found that students' grade level, sex, race/ethnicity, special education, and free/reduced-price lunch status significantly predicted membership in the at-risk profile. Overall, results suggest that SAEBRS raw scores, classifications, and latent profiles all demonstrate good stability across three screening occasions within one school year. We discuss implications of these findings related to using the SAEBRS for universal screening in elementary settings and highlight key directions for future research.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101438"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792131","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

A pilot study of a game-supported organization and planning skills intervention for young adolescents with ADHD 游戏支持的组织和计划技能干预青少年多动症的初步研究

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-06-01 Epub Date: 2025-05-09 DOI: 10.1016/j.jsp.2025.101465

Brandon K. Schultz , Steven W. Evans , Alexander M. Schoemann , Emma R. Murray

{"title":"A pilot study of a game-supported organization and planning skills intervention for young adolescents with ADHD","authors":"Brandon K. Schultz , Steven W. Evans , Alexander M. Schoemann , Emma R. Murray","doi":"10.1016/j.jsp.2025.101465","DOIUrl":"10.1016/j.jsp.2025.101465","url":null,"abstract":"<div><div>Several school-based interventions for attention-deficit/hyperactivity disorder (ADHD) are well-established, but there are clear implementation challenges in those settings. Computer-assisted options have emerged that could augment treatments in schools in a way that is acceptable to students and teachers. In the present study, we piloted a novel computer-assisted behavior intervention (CABI) using a serious game designed to teach the organization, assignment tracking, and notetaking skills taught within the Challenging Horizons Program - Mentoring Model (CHP-M). Thirty-one middle school students with ADHD and their teachers were randomly assigned to either receive the CABI or the traditional CHP-M, with all teachers providing supportive mentoring for up to 24-weeks of intervention. Our data were analyzed using both Bayesian and frequentist modelling. Results suggest that the Time × Condition interactions were generally small (η<sub>p</sub><sup>2</sup> = 0.00 to 0.11) and inconclusive. The CABI approach performed consistently with the traditional CHP-M, with credible and significant main effects of time on academically relevant behaviors (η<sub>p</sub><sup>2</sup> = 0.09 to 0.59). Implications of our findings and the contributions of the Bayesian analytic approach are highlighted.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101465"},"PeriodicalIF":3.8,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928408","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

A tutorial on Bayesian item response theory: An illustration using the Teacher Stress Inventory-Short Form 贝叶斯项目反应理论教程：以教师压力量表为例

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-04-01 Epub Date: 2025-01-10 DOI: 10.1016/j.jsp.2024.101427

Sonja D. Winter , Colleen L. Eddy , Wenxi Yang , Wes Bonifay

{"title":"A tutorial on Bayesian item response theory: An illustration using the Teacher Stress Inventory-Short Form","authors":"Sonja D. Winter , Colleen L. Eddy , Wenxi Yang , Wes Bonifay","doi":"10.1016/j.jsp.2024.101427","DOIUrl":"10.1016/j.jsp.2024.101427","url":null,"abstract":"<div><div>Item Response Theory (IRT) is commonly used in educational assessments to model the relationship between one or more latent traits and the observed responses. Traditional IRT methods often rely on frequentist approaches, which can be limited by assumptions and computational constraints. This article aims to introduce school psychology researchers to Bayesian methods for IRT analyses, highlighting their advantages over traditional approaches. We provide an overview of Bayesian IRT and discuss key concepts that make up the Bayesian workflow. This workflow includes model and prior specification, prior predictive checks, model estimation and comparison, posterior distribution interpretation, posterior predictive checks, and prior sensitivity analyses. To illustrate this workflow, we used a sample of 329 teachers who completed the 16-item Teacher Stress Inventory – Short Form (TSI-SF). Our Bayesian IRT analysis revealed that the TSI-SF is best represented by a three-correlated-traits model (measuring Discipline and Motivation, Professional Investment, and Work-Related Stress as sources of stress).</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101427"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168741","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

A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators: Implications for multidimensional well-being 幼儿教育工作者工作需求、工作资源和个人资源的多层次潜在分析：对多维幸福感的影响

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-04-01 Epub Date: 2024-12-18 DOI: 10.1016/j.jsp.2024.101405

Jian-Bin Li , Yu Xu , Jin Sun , Shiqi Qiu , Rui Zhang , An Yang

{"title":"A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators: Implications for multidimensional well-being","authors":"Jian-Bin Li , Yu Xu , Jin Sun , Shiqi Qiu , Rui Zhang , An Yang","doi":"10.1016/j.jsp.2024.101405","DOIUrl":"10.1016/j.jsp.2024.101405","url":null,"abstract":"<div><div>Early childhood educators' (ECEs) well-being is important for many outcomes. Drawing on the job demands-resources model, many variable-centered studies have found that job demands, job resources, and personal resources are linked to ECEs' well-being. Yet, little is known about the heterogeneity of these demands and resources and their implications for well-being, especially considering school-level effects and the adoption of a holistic view of well-being. This study used multilevel latent profile analysis to examine these issues. Participants included 1198 Chinese ECEs from 50 kindergartens who reported their job demands (i.e., quantitative, cognitive, and emotional demands), job resources (i.e., influence at work, quality of leadership, support from supervisors and colleagues, and sense of community at work), and personal resources (i.e., self-control and resilience). At the teacher-level, four profiles emerged: (a) at risk, (b) undemanded, (c) safeguarded, and (d) vulnerable learners. ECEs with lower salaries, higher educational levels, and larger class sizes were more likely assigned to the at-risk profile. Teachers in the at-risk and the safeguarded profiles reported the worst and the best well-being, respectively. Demands (in particular quantitative and emotional demands) appeared more critical than resources in distinguishing well-being. At the school-level, two profiles emerged: (a) high demand climate and (b) mixed climate. Kindergartens in Hong Kong were more likely assigned to the high demand climate profile and kindergartens with a high demand climate showed poorer school average well-being. This study reveals the complex configuration of job demands, job resources, and personal resources in ECEs and its implications for well-being at both teacher- and school-levels. The findings also inform strategies to enhance ECEs' well-being.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101405"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168396","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-based mindfulness: Application of the PARiHS framework to contextualize implementation 基于学校的正念：parhis框架在情境化实施中的应用

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-04-01 Epub Date: 2024-12-19 DOI: 10.1016/j.jsp.2024.101404

Deborah L. Schussler , Sebrina L. Doyle Fosco , Melia A. Brown

{"title":"School-based mindfulness: Application of the PARiHS framework to contextualize implementation","authors":"Deborah L. Schussler , Sebrina L. Doyle Fosco , Melia A. Brown","doi":"10.1016/j.jsp.2024.101404","DOIUrl":"10.1016/j.jsp.2024.101404","url":null,"abstract":"<div><div>Although school-based mindfulness programs are increasing, contextual issues that facilitate or hinder program implementation are poorly understood. Utilizing an implementation science framework (i.e., Promoting Action on Research in Health Services [PARiHS]) as a heuristic for data collection and analysis, we used an exploratory sequential mixed methods design to investigate implementation barriers and facilitators of the Peace of Mind (PoM) program from the perspective of educators (<em>n</em> = 27) in eight schools and PoM staff (<em>n</em> = 4) using diverse implementation approaches. The integration of qualitative interview data and mixed methods survey data suggests that a combination of personal and structural factors is critical for successful program implementation, with these factors operating synergistically. The most salient factors related to facilitation of PoM implementation included robust buy-in supported by strong champions who were also in leadership positions. The most salient factors indicated for context related to time and implementation process<em>.</em> First-hand, informal evidence impacted buy-in more than distal research studies. The implications for SBMP implementation and implementation research are discussed.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"109 ","pages":"Article 101404"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143168736","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