School Mental Health最新文献

{"title":"Training School Staff to Support Students Returning to School After A Psychiatric Hospitalization.","authors":"Lora Henderson Smith, Natalie Hendrickson, Emily Warren, Amy Tran, Elena Savina","doi":"10.1007/s12310-024-09717-y","DOIUrl":"10.1007/s12310-024-09717-y","url":null,"abstract":"<p><p>Supporting students returning to school after a mental health crisis often involves more training than many school staff members receive. With the increase in youth mental health diagnoses, there has also been an increase in the number of youth requiring psychiatric emergency department visits and hospitalizations. As such, this study employed a basic qualitative design to gather the perspectives of school staff who support students' mental health about their experiences and training needs related to supporting youth returning to school after psychiatric hospitalization. Semi-structured interviews were conducted with 10 school mental health professionals or administrators. Thematic analysis was used to analyze the data. Three themes were identified: 1) most participants received minimal formal training in graduate school on hospital to school transition, 2) most participants learned about hospital to school transition on the job, and 3) participants made recommendations and identified specific training needs. Implications for training are discussed including a need for variety (e.g., some practitioners need basic training while others need more advanced training) and different format preferences (in-person may be preferred but online asynchronous is more convenient).</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"17 1","pages":"19-31"},"PeriodicalIF":2.5,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058121/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144056802","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}

{"title":"Suggested Supports for Improving the Olweus Bullying Prevention Program's Implementation and Impact in an Under-Resourced Middle School Context.","authors":"Melissa Washington-Nortey, Terri N Sullivan, Kevin Sutherland, Rihana Ahmed, Jelani Crosby, Stephani Hitti","doi":"10.1007/s12310-025-09765-y","DOIUrl":"10.1007/s12310-025-09765-y","url":null,"abstract":"<p><p>Despite efforts to reduce and prevent incidents, bullying behaviors remain prevalent in schools, leading to poor outcomes for all involved. While the Olweus Bullying Prevention Program is one of the most extensively implemented school environment interventions in the USA, it has yet to yield consistently positive results across contexts, necessitating efforts to understand strategies to bolster its success and that of similar school-wide prevention efforts. This qualitative study used data from focus group discussions with 39 school staff-teachers, administrators and administrative assistants, other non-teaching staff-on the factors associated with implementing the OBPP in their schools. It specifically distilled their perspectives on potential strategies that could further improve the odds of implementation success and impact. Additionally, it examined similarities and differences in these personnel's perspectives based on their respective roles and responsibilities. The data yielded seven themes, including intensifying training, increasing the efficacy of staff discussions, addressing issues related to time and conflicting priorities intensifying communication, increasing student involvement, increasing parent involvement, and providing staff support to help with implementation. Personnel's perspectives aligned with their responsibilities in the program, offering insights into the importance of triangulating data from multiple sources while prompting considerations about the school-wide applicability and feasibility of suggestions offered. The potential and feasibility of these thematic suggestions are discussed in the context of the OBPP intervention's components and provisions and findings from other school-based interventions. Implications for sustainability-based studies of the OBPP and other school-based interventions are also discussed.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"17 2","pages":"685-700"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12241194/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627692","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}

{"title":"A Mindfulness-Based Lifestyle Intervention Among Economically Marginalized Caregiver-Preschooler Dyads: Feasibility, Acceptability, and Satisfaction.","authors":"Jiying Ling, Autumn Ashley, Nagwan Zahry, Tsui-Sui A Kao, Charis L Wahman, Kenneth Resnicow, Lorraine B Robbins, Jean M Kerver, Nanhua Zhang","doi":"10.1007/s12310-025-09767-w","DOIUrl":"10.1007/s12310-025-09767-w","url":null,"abstract":"<p><p>Mindfulness-based interventions are increasingly recognized for their positive impact on children's physical, mental, emotional, and behavioral health. However, no mindfulness-based lifestyle interventions have focused on improving both the physical and mental well-being of economically marginalized preschoolers. Therefore, this one-group study aimed to examine feasibility, acceptability, and satisfaction of a 5-week mindfulness-based lifestyle intervention among preschoolers, caregivers, and childcare teachers. Caregiver-preschooler dyads were recruited from one urban and one rural Head Start childcare center. Outcome data were collected at baseline only, while evaluation data were obtained following the intervention. The intervention included three components: a school-based mindful eating and movement learning for preschoolers; a home-based caregiver training on mindful eating, movement, and parenting; and a school learning and home practice connection in mindfulness. Nineteen preschoolers, 18 caregivers, and three teachers participated. The enrollment rate was 40.4%. Attrition was 0% among preschoolers and 5.6% (<i>n</i> = 1) among caregivers (one caregiver passed away). Baseline data collection completion rate was 100%, with 88.9% (<i>n</i> = 16) caregivers and 84.2% (<i>n</i> = 16) preschoolers having valid ActiGraph data. Hair sample parental consent rate was 57.9% (<i>n</i> = 11), while sample collection rate was 90.9% (<i>n</i> = 10). Intervention implementation fidelity was excellent. Average intervention participation rates were 83.2% (<i>n</i> = 16), 72.2% (<i>n</i> = 13), and 55.6% (<i>n</i> = 10) for the preschooler component, caregiver meeting, and social media-based caregiver component, respectively. Acceptability and satisfaction with the intervention were high among caregivers and teachers. The results support the feasibility, acceptability of, and satisfaction with the 5-week intervention among preschoolers and caregivers from economically marginalized families and childcare teachers.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s12310-025-09767-w.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"17 2","pages":"715-732"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12241280/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627681","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}

{"title":"Preteen Suicidal Ideation and Adolescent Academic Well-Being Among Child Welfare-involved Youth.","authors":"Nathaniel W Anderson, Gabriel W Hassler, Elie Ohana, Beth Ann Griffin, Arielle H Sheftall, Lynsay Ayer","doi":"10.1007/s12310-024-09726-x","DOIUrl":"https://doi.org/10.1007/s12310-024-09726-x","url":null,"abstract":"<p><strong>Background: </strong>Youth involved in the U.S. child welfare system (CWS) are at risk for mental health problems, including suicidal ideation (SI). However, the relationship between preteen suicidal ideation and academic outcomes has not been considered.</p><p><strong>Methods: </strong>This study uses data from two nationally representative longitudinal surveys of CWS-involved youth to examine the association between preteen suicidal ideation (ages 7-11) and subsequent academic well-being (ages 12-17) among CWS-involved youth in the United States. Suicidal ideation was assessed using a single self-report item. Academic well-being was assessed through a number of constructs related to young people's ability to thrive in the present and future, including school engagement, academic achievement, and expectations of what their lives would look like in adulthood. Linear regression models with person-level random effects were estimated.</p><p><strong>Results: </strong>Findings indicate CWS-involved youth with a history of preteen suicidal ideation performed worse across all measures of adolescent academic well-being compared to their peers without a history of suicidal ideation.</p><p><strong>Conclusions: </strong>These findings, though associational, have potentially broad implications for understanding how early life suicidal ideation may impede CWS-involved youths' ability to thrive academically.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"17 1","pages":"60-72"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11976752/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144025913","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}

{"title":"A qualitative Exploration of Contextual Factors Within Schools Impacting the Introduction of the New Statutory 'Framework on Embedding a Whole School Approach to Emotional and Mental Wellbeing' in Wales.","authors":"Rachel Brown, Rebecca Anthony, Olga Eyre, Jessica Lennon, Vicky Powell, Zoe Haslam, Abbey Rowe, Graham Moore","doi":"10.1007/s12310-024-09740-z","DOIUrl":"10.1007/s12310-024-09740-z","url":null,"abstract":"<p><p>In 2021, the Welsh Government introduced new statutory guidance for schools titled 'Framework Guidance on Embedding a Whole School Approach to Emotional and Mental Wellbeing'. This document outlined new responsibilities for educational settings to work towards incorporating a whole school approach, with regard to the Framework in action planning, service delivery and policy in relation to the mental and emotional wellbeing of learners and staff. While there is growing evidence to suggest that whole school approaches can be beneficial to social and emotional wellbeing for pupils, evidence on effective implementation is limited. This paper reports on findings from qualitative group interviews with staff in schools in Wales, conducted as part of a wider, mixed-methods evaluation of the Framework. It focuses on factors in the school context which impacted initial implementation. A number of school level factors were identified as barriers to implementation and staff engagement with the Framework. School staff reported higher levels of pupil mental health challenges stemming from the COVID-19 pandemic and an absence of capacity in in-house and external support services to address this. Poor staff wellbeing and significant workload pressures were also reported, driven in part by concurrent implementation of the new Curriculum For Wales. This led staff to feel ill-prepared for the more complex issues being faced, exacerbated by a lack of access to relevant training to be able to support pupil and colleague mental health. This paper concludes with recommendations for policy-makers to support Framework implementation.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"17 2","pages":"486-494"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12241171/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627682","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}

{"title":"Collaborative Design of an Inclusive Education Model for Students with Emotional Disabilities: A Research-Practice-Policy Partnership","authors":"Natalie May, Blair Cox, Elise Cappella, Erum Nadeem, Anil Chacko","doi":"10.1007/s12310-024-09672-8","DOIUrl":"https://doi.org/10.1007/s12310-024-09672-8","url":null,"abstract":"<p>Despite the benefits of inclusive education, students with emotional disabilities (EDs), who are disproportionately Black, male, and economically marginalized, continue to be placed in segregated education settings more than students with many other classifications (OSEP Fast Facts: Children Identified With Emotional Disturbance, 2020. Retrieved from https://sites.ed.gov/idea/osep-fast-facts-children-IDed-Emotional-Disturbance-20). In this paper, we describe the functioning of a multiyear university-district research-practice partnership (RPP) and the structures that support the partnership’s ability to engage in boundary spanning between researchers, practitioners, and district leaders, toward the ultimate goal of implementing a comprehensive inclusive education model for students with or at risk for EDs. First, we examine survey data from partnership members reflecting on elements of the partnership that we hypothesize to be important for supporting strong communication. Next, we present network data from meetings, one of our partnerships’ boundary spanning practices, to illustrate the formal connections between RPP members. We found that the partnership had frequent meetings (<i>N</i> = 389), with high levels of co-attendance between university and district members (33%), although there was some variation based on district members’ roles. Overall, members were satisfied with the RPP and perceived the partnership positively in terms of its resources, leadership and members, and effectiveness. This paper contributes to an understanding of both boundary spanning practices in RPPs and some of the key partnership conditions and structures that support the implementation and adaptation of a challenging initiative in school-based mental health.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"29 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199678","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}

{"title":"Soft Expulsion: What Happens When School-Based Supports aren’t Enough","authors":"Diana Hoffstein-Rahmey, Keri Giordano, Kayla M. Murphy, Rashel Reizin-Friedman, Amanda Coyne","doi":"10.1007/s12310-024-09683-5","DOIUrl":"https://doi.org/10.1007/s12310-024-09683-5","url":null,"abstract":"<p>Very limited research exists regarding the beliefs and practices of student support teams (SSTs), sometimes called child study teams or IEP teams, in settings with non-expulsion policies for young children with severely challenging behaviors. Previous research examined teacher and administrator beliefs and practices and found that they engage in practices related to soft expulsion (Murphy et al. in Child Youth Serv Rev 158:107441, 2024). Some school psychologists and SST members may also resort to soft expulsion, subtly pushing children out of their schools due to challenging behaviors (Zinsser et al. in Rev Educ Res 92(5):743–785, 2022). This study utilized an anonymous, online, self-report measure to investigate the practices and beliefs of SST members in early childhood education settings with non-expulsion policies. Participants included 108 school-based service providers in one state. The majority identified as school psychologists, held a Master’s degree, had between 1 and 5 years of experience, and worked 36–40 h per week. Results showed that most participants said they had the supports to meet the needs of children with severely challenging behaviors, yet most had worked with a child whose behaviors they were unable to manage. Our examination also uncovered indications of soft expulsion practices and a general lack of knowledge about existing non-expulsion policies. The implications arising from these beliefs and practices are examined and discussed.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"3 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199695","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}

{"title":"The Role of Teachers in Fostering Resilience After a Disaster in Indonesia","authors":"Elinor Parrott, Martha Lomeli-Rodriguez, Rochelle Burgess, Alfi Rahman, Yulia Direzkia, Helene Joffe","doi":"10.1007/s12310-024-09709-y","DOIUrl":"https://doi.org/10.1007/s12310-024-09709-y","url":null,"abstract":"<p>Disasters are distressing and disorientating. They often result in enduring community-wide devastation. Consequently, young people may seek support from trusted adults to scaffold their emotional responses and to support their psychosocial recovery. An important non-familial adult in a student’s life is their teacher. However, few studies have examined teachers’ perspectives on the support they provide to students after exposure to disasters, such as earthquakes and tsunamis, particularly in low- and middle-income countries (LMIC) with collectivistic cultural orientations. Given the potential for teachers to foster students’ resilience, the goal of this study was to examine how teachers conceptualise their role following a major disaster. Forty teachers were interviewed from three schools in Central Sulawesi, Indonesia, after a major earthquake and tsunami in September 2018. Thematic analysis shows that teachers act as agents of community resilience after a disaster. The two themes presented converge on support-based aspects. Teachers provided: (1) psychoeducational support (i.e. supporting students’ well-being and educational continuity, including encouraging their return to school) and (2) practical support (i.e. assisting administrative roles, aid distribution and disaster risk reduction). Within these themes, socioculturally specific practices are elucidated, including the Indonesian value of mutual assistance (‘<i>gotong royong</i>’), storytelling (‘<i>tutura</i>’) and the role of religiosity as a form of psychosocial support. Overall, our results highlight the capacity and willingness of teachers to play a central role in the psychosocial recovery of students and their families, contributing to community resilience. We identify implications such as the importance of providing accessible psychological training and support for teachers.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"26 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199696","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}

{"title":"Factors Associated with School Teachers’ Self-Efficacy Beliefs in Delivering a Tier 2 CBT-Based Programme in Schools","authors":"Yong-Hwee Nah, Rachel Li-En Ng","doi":"10.1007/s12310-024-09710-5","DOIUrl":"https://doi.org/10.1007/s12310-024-09710-5","url":null,"abstract":"<p>This study explored factors associated with teachers’ self-efficacy beliefs in delivering a Tier 2 Cognitive-Behavioural Therapy (CBT)-based programme. Participants consisted of 103 teachers (mean age = 38.0 years, <i>SD</i> = 9.63) currently teaching in Singapore mainstream schools. Survey data on self-efficacy beliefs for teaching in general, teachers’ sources of self-efficacy beliefs, and demographic variables were collected. Participants also rated eight vignettes on how confident they would feel when required to deliver and facilitate sessions. Mastery Experience and self-efficacy beliefs for teaching in general were significant predictors. While quantitative results did not suggest that Vicarious Experience was a significant predictor, participants frequently highlighted qualitatively that opportunities to observe peers, professionals and other teachers with more experience, as well as role-play, would help them feel more confident to deliver such sessions. These results can be used to inform selection of educators for such a programme and in designing the training for these teachers.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"42 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199697","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}

{"title":"Factor Structure and Criterion Validity of the 15-item Network Relationship Inventory-Social Provisions Version (NRI-SPV-15) in Chinese Children and Adolescents","authors":"Jie Zhang, Liang Zhang, Linqin Ji, Wenxin Zhang","doi":"10.1007/s12310-024-09713-2","DOIUrl":"https://doi.org/10.1007/s12310-024-09713-2","url":null,"abstract":"<p>Friendship quality is closely associated with mental health of children and adolescents, making its assessment crucially important for monitoring healthy development. While the Network Relationship Inventory-Social Provisions Version (NRI-SPV) is a well-established instrument to assess quality of interpersonal relationships, its psychometric properties have been tested mainly in Western cultures. Considering the specificity of friendship as compared to interpersonal relationships in a broader sense, and the understanding towards friendship may vary across cultural contexts, this study examined the psychometric properties of a 15-item NRI-SPV (NRI-SPV-15) among 2,111 Chinese children and adolescents (1,125 boys and 986 girls; aged 8 to 17 years). Exploratory and confirmatory factor analyses supported a hierarchical model. The model encompasses four first-order factors—<i>companionship</i>, <i>intimacy</i>, <i>instrumental aid</i>, and <i>affection</i>—that load onto a second-order factor of <i>friendship support</i> presenting positive interactions; besides, a separate <i>friendship conflict</i> factor captures negative interactions in friendship. The instrument demonstrated strong measurement invariances across genders and developmental stages (childhood vs. adolescence), as well as satisfactory reliability and validity evidenced by internal consistency and criterion validity indexed as significant prediction on children and adolescent school engagement. Consequently, the NRI-SPV-15 emerges as a valid self-report measure for assessing perceived friendship quality among Chinese youth, offering a valuable tool for monitoring healthy child and adolescent development.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"46 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199698","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}