School Mental Health最新文献

Collaborative Design of an Inclusive Education Model for Students with Emotional Disabilities: A Research-Practice-Policy Partnership 为情感障碍学生合作设计全纳教育模式：研究-实践-政策伙伴关系

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-09-11 DOI: 10.1007/s12310-024-09672-8

Natalie May, Blair Cox, Elise Cappella, Erum Nadeem, Anil Chacko

{"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":"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 (N = 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.","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}

引用次数: 0

Soft Expulsion: What Happens When School-Based Supports aren’t Enough 软驱逐：当校本支持不够时会发生什么？

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-09-10 DOI: 10.1007/s12310-024-09683-5

Diana Hoffstein-Rahmey, Keri Giordano, Kayla M. Murphy, Rashel Reizin-Friedman, Amanda Coyne

{"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":"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.","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}

引用次数: 0

The Role of Teachers in Fostering Resilience After a Disaster in Indonesia 教师在培养印度尼西亚灾后复原力中的作用

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-09-05 DOI: 10.1007/s12310-024-09709-y

Elinor Parrott, Martha Lomeli-Rodriguez, Rochelle Burgess, Alfi Rahman, Yulia Direzkia, Helene Joffe

{"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":"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 (‘gotong royong’), storytelling (‘tutura’) 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.","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}

引用次数: 0

Factors Associated with School Teachers’ Self-Efficacy Beliefs in Delivering a Tier 2 CBT-Based Programme in Schools 与学校教师在学校开展基于CBT的二级课程的自我效能感相关的因素

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-09-04 DOI: 10.1007/s12310-024-09710-5

Yong-Hwee Nah, Rachel Li-En Ng

引用次数: 0

Factor Structure and Criterion Validity of the 15-item Network Relationship Inventory-Social Provisions Version (NRI-SPV-15) in Chinese Children and Adolescents 中国儿童和青少年 15 项网络关系量表--社会条款版（NRI-SPV-15）的因子结构和标准效度

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-09-02 DOI: 10.1007/s12310-024-09713-2

Jie Zhang, Liang Zhang, Linqin Ji, Wenxin Zhang

{"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":"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—companionship, intimacy, instrumental aid, and affection—that load onto a second-order factor of friendship support presenting positive interactions; besides, a separate friendship conflict 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.","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}

引用次数: 0

Promoting Partnership and Impact through Implementation Science and Human-Centered Design: A Commentary on the Special Issue 通过实施科学和以人为本的设计促进伙伴关系和影响：特刊评论

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-09-01 DOI: 10.1007/s12310-024-09711-4

Aaron R. Lyon

引用次数: 0

A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social–Emotional Learning Intervention 研究与实践合作开发 R-CITY 多成分、注重公平的社会情感学习干预措施

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-08-30 DOI: 10.1007/s12310-024-09703-4

Jessika H. Bottiani, Maisha Gillins, Charity Brown Griffin, Chelsea A. Kaihoi, Lorenzo Hughes, Sharon Pendergrass, Toshna Pandey, Ryan Voegtlin, Sandy Rouiller, Elise T. Pas, Katrina J. Debnam, Catherine P. Bradshaw

{"title":"A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social–Emotional Learning Intervention","authors":"Jessika H. Bottiani, Maisha Gillins, Charity Brown Griffin, Chelsea A. Kaihoi, Lorenzo Hughes, Sharon Pendergrass, Toshna Pandey, Ryan Voegtlin, Sandy Rouiller, Elise T. Pas, Katrina J. Debnam, Catherine P. Bradshaw","doi":"10.1007/s12310-024-09703-4","DOIUrl":"https://doi.org/10.1007/s12310-024-09703-4","url":null,"abstract":"There is growing interest in the integration of social–emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a research-practice partnership (RPP) collaborated to iteratively co-create a multi-component equity-focused SEL preventive intervention in the context of a politically charged landscape related to the ‘dual pandemics’ of racial injustice and COVID-19 in the early 2020s. We conducted a document review of informal data sources (e.g., meeting minutes, correspondence) and analyses of formal data sources (i.e., teacher interviews, student focus groups) to describe how we overcame challenges to form an RPP, to demonstrate our collaborative intervention development efforts, and to assess feedback on the contextual appropriateness of the intervention. We discuss lessons learned from our partnership efforts and reflect on future directions for RPP-driven work to advance equity-focused SEL in K-12 public schools.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"39 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research-Practice Partnerships for the Development of School Mental Health Interventions: An Introduction to the Special Issue 研究与实践合作促进学校心理健康干预措施的发展：特刊简介

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-08-24 DOI: 10.1007/s12310-024-09707-0

Gwendolyn M. Lawson, Julie Sarno Owens

{"title":"Research-Practice Partnerships for the Development of School Mental Health Interventions: An Introduction to the Special Issue","authors":"Gwendolyn M. Lawson, Julie Sarno Owens","doi":"10.1007/s12310-024-09707-0","DOIUrl":"https://doi.org/10.1007/s12310-024-09707-0","url":null,"abstract":"The rising prevalence of mental health challenges among youth has created a pressing need for effective, feasible, equitable, and contextually relevant interventions. Educators and school mental health professionals face critical challenges in helping students overcome such barriers to school success. This makes the need for school-based intervention development research particularly that conducted in the context of collaborative research-practice partnerships, greater than ever. Despite the critical importance of iterative intervention development work, such work often receives less in attention in the published literature compared to studies about the outcomes of interventions. The goal of this special issue is to highlight innovative and rigorous research that describes the process of iteratively developing school mental health services in partnership with educators. Each paper in the special issue describes how education partners (and others including students, families, and other community partners) contributed to the development of an intervention or implementation strategy (i.e., a method or technique to enhance intervention adoption, implementation, or sustainment), how data informed iterations of the intervention or strategy, considerations related to contextual appropriateness, and lessons learned related to community-partnered school-based intervention development. In this introduction paper, we provide a context for this work and highlight innovations across papers in the special issue.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"7 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Schoolwide Social Emotional Learning and Student Mental Health Initiative: Influences on Implementation During a Transition Back to In-Person Learning 全校范围的社会情感学习和学生心理健康倡议：在向个人学习过渡期间对实施工作的影响

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-08-23 DOI: 10.1007/s12310-024-09704-3

Karen E. Schlag, Elizabeth Torres, Jackson Gasperecz, Shannon Guillot-Wright

{"title":"A Schoolwide Social Emotional Learning and Student Mental Health Initiative: Influences on Implementation During a Transition Back to In-Person Learning","authors":"Karen E. Schlag, Elizabeth Torres, Jackson Gasperecz, Shannon Guillot-Wright","doi":"10.1007/s12310-024-09704-3","DOIUrl":"https://doi.org/10.1007/s12310-024-09704-3","url":null,"abstract":"While social emotional learning (SEL) school-based initiatives can benefit student well-being and learning, a need remains for a more nuanced understanding of aspects affecting systemic SEL integration within under-resourced learning environments. This study considered factors affecting implementation of a community initiative to provide schoolwide SEL curriculum and mental health support services at an economically disadvantaged school district in the USA at a time when students were returning to fully in-person learning after the COVID-19 pandemic lockdown. School administrators, counselors, teachers, SEL coaches, and mental health professionals (n = 23) participated in individual interviews or focus groups to discuss their experiences implementing schoolwide SEL services during this time. Results from reflexive thematic analysis indicated themes around facilitators and barriers to maintaining systemic SEL in the school district. Facilitators to schoolwide SEL implementation included faculty and staff efforts to normalize talk about mental health and collaborate when providing SEL content and mental health support. Implementation barriers included insufficient professional staffing, student absenteeism, and teacher and student resistance to SEL. Findings underscore the need for future research to examine the feasibility and effectiveness of differing collaborative approaches to SEL implementation as well as methods for addressing low teacher/student SEL responsiveness to mental health programs in underserved schools. Interventions should also consider ways to proactively address challenges to schoolwide SEL implementation in lower-income communities, including decreased leadership support.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"19 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multilevel Factors of School-Based Mental Health Service Utilization Among Middle and High School Students 初中和高中学生利用校本心理健康服务的多层面因素

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-08-22 DOI: 10.1007/s12310-024-09705-2

Jennifer Murphy, Youngmi Kim, Kristen Kerr

{"title":"Multilevel Factors of School-Based Mental Health Service Utilization Among Middle and High School Students","authors":"Jennifer Murphy, Youngmi Kim, Kristen Kerr","doi":"10.1007/s12310-024-09705-2","DOIUrl":"https://doi.org/10.1007/s12310-024-09705-2","url":null,"abstract":"Evidence suggests that youth progressively experience mental health needs and discover mental health symptoms for the first time in adolescence. Schools have come to the forefront of providing mental health services, as adolescents spend most of their day in the academic setting. The current study aimed to examine individual and school-level factors related to school-based mental health service use. This study employed data from the National Longitudinal Study of Adolescent to Adult Health, sampling students between 12 and 17 years old across 172 schools (N = 14,464). The dependent variable was use of school-based mental health services (SMHS) in the past year. Individual-level predictors included sociodemographic characteristics, enabling factors, and need. School-level factors were then included. We conducted a multilevel logistic regression model clustering at the school level. The study found that approximately 11% of variation in SMHS utilization is explained at the school-level. The odds of SMHS use was significantly associated with anxiety, depressive symptoms, and risk-taking behaviors. The odds of SMHS was higher for females, Black compared to White students, and public assistance recipients. SMHS use was negatively associated with school connectedness. The racial breakdown of student enrollment and location of services were significant factors that predicted service use. This study is among the first empirical studies providing important evidence regarding individual and school-level predictors of SMHS utilization. The study has implications for the continued need for school-based mental health professionals and school institutions’ efforts to meet students’ mental health needs and increase their access to services.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"151 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0