School Mental Health最新文献

{"title":"Training and Professional Development to Inform Suicide Prevention During School Reintegration Following Psychiatric Hospitalization.","authors":"Lora Henderson Smith, Natalie Hendrickson, Hector Armando Hernandez Laines, Amy Tran, Natalie Behnke, Tori Stone, Elena Savina","doi":"10.1007/s12310-025-09771-0","DOIUrl":"10.1007/s12310-025-09771-0","url":null,"abstract":"<p><p>There has been an increase in suicide-related thoughts and behaviors for school-aged children. This has translated into an increase in Emergency Department visits and hospitalizations due to mental health concerns. These trends have prompted school mental health professionals to seek more training to support these students as they return to school. As such, we piloted an online training that included asynchronous content-based modules and a live mixed-reality role-play experience. Participants (<i>n</i>=12) demonstrated an increase in knowledge and skills, as demonstrated by pre- and post- survey responses and observations of the mixed-reality experience. In addition, participants viewed the training as acceptable and feasible, noting the flexibility of the asynchronous modules and the opportunities for application of skills in a low-stakes environment during the mixed-reality simulation. Implications for school mental health professional training and suicide prevention are discussed.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":" ","pages":""},"PeriodicalIF":3.7,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12311842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144776790","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":"The Role of Externalizing Problems and Empathy on the Daily Report Card.","authors":"Pevitr S Bansal, Jocelyn I Meza, Sara Chung, Laura N Henry, Melissa R Dvorsky, Lauren M Haack, Elizabeth B Owens, Linda J Pfiffner","doi":"10.1007/s12310-024-09699-x","DOIUrl":"10.1007/s12310-024-09699-x","url":null,"abstract":"<p><p>The daily report card (DRC) is a commonly used behavioral intervention in which teachers rate child performance on target goals and parents provide home rewards based on the child's performance. The current study investigated associations between child externalizing problems, empathy, and specific components of the DRC: (1) types of DRC goals that are chosen, (2) teacher and parent adherence to the DRC, and (3) child performance on the DRC. These aims were examined in a sample of 71 children (ages 7-11) who were enrolled in a school-home intervention designed for children with significant inattentive and hyperactive/impulsive behaviors. Teachers and parents completed separate baseline measures of inattention (IA), hyperactivity/impulsivity (H/I), conduct problems (CP), and empathy. Outcomes included type of DRC goals (i.e., academic, behavioral, and social-emotional), teacher and parent adherence to the DRC during the initial four-week intervention period, and child DRC performance during the same period. First, IA predicted more academic goals but fewer social-emotional goals, H/I predicted fewer academic goals but more behavioral goals, and CP predicted more social-emotional goals. Second, H/I predicted better parental adherence such that parents rewarded their child's DRC more frequently. Third, baseline empathy predicted better overall DRC performance; externalizing problems did not negatively impact DRC performance. Results suggest that the DRC is a robust behavioral modification tool that can be tailored to fit each child's needs and severity of externalizing problems. Empathy may serve as an important factor when designing treatment protocols to improve overall child behavior.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"17 1","pages":"106-117"},"PeriodicalIF":3.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12442852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145088086","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":"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":3.7,"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":"Individual and School Environment Predictors of Mental Health and Wellbeing Across the Primary-to-Secondary School Transition.","authors":"Caitlyn Donaldson, Jemma Hawkins, Graham Moore","doi":"10.1007/s12310-025-09776-9","DOIUrl":"10.1007/s12310-025-09776-9","url":null,"abstract":"<p><p>Transition from primary to secondary school is an important life event for young people that may have impacts on mental health. Objective and subjective measures of the school environment may be associated with mental health outcomes post-transition. Pre-transition (year 6, aged 10-11) survey data from young people in Wales, UK, were linked to post-transition (year 7, aged 11-12) survey data (<i>n</i> = 506) and combined with an objective value-added measure of school meaningfulness created from administrative data. Multi-level models were run, adjusting for pre-transition mental health difficulties, to investigate the relationship between individual and school-level variables, including self-reported perceptions of school connectedness and school meaningfulness, and mental health difficulties and mental wellbeing outcomes post-transition. Pre-transition mental health difficulties were consistently significantly associated with post-transition mental health difficulties. Higher family affluence was significantly associated with higher mental wellbeing and lower difficulties. School connectedness items also showed evidence of significant association with mental health difficulties and wellbeing outcomes post-transition. School meaningfulness was only significantly associated with post-transition mental wellbeing. Individual- and school-level factors offer opportunities for targeting interventions to support young people's mental health and wellbeing across the school transition period.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s12310-025-09776-9.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"17 3","pages":"890-902"},"PeriodicalIF":3.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12479681/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145207752","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":"Common Elements of Trauma-Informed Schools and Attention to Racial Equity: A Scoping Review.","authors":"Z Ayotola Onipede, Alayna Lee Park, Anna S Lau","doi":"10.1007/s12310-024-09721-2","DOIUrl":"10.1007/s12310-024-09721-2","url":null,"abstract":"<p><strong>Introduction: </strong>Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to which published examples of TIS had an explicit focus on promoting racial equity.</p><p><strong>Method: </strong>Eligible studies described school- or district-wide trauma-informed approaches in Preschool-12 education, and included elements across at least two domains of TIS design: Organizational & Policy Reforms; Workforce Professional Development/Training; and Educational & Clinical Practices. A trained coding team reviewed eligible studies and applied 32 codes characterizing TIS intervention components and implementation strategies.</p><p><strong>Results: </strong>30 eligible studies were identified. The most common <i>implementation strategies</i> included availability of trauma-informed training & consultation, implementation progress monitoring, and developing community partnerships. The most common <i>intervention components</i> included multi-tiered interventions and specific knowledge areas for trauma-informed training content. Least common, were <i>intervention components</i> related to promoting racial equity (e.g., de-implementation of exclusionary discipline, de-implementation of carceral practices, and culturally inclusive curriculum).</p><p><strong>Conclusion: </strong>Findings suggest TIS components related to implementation strategies are most frequently employed, and that explicit attention to racial equity was infrequent in published descriptions of TIS design and implementation.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"16 4","pages":"1038-1051"},"PeriodicalIF":3.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12490791/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234163","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":"Implementation Science in School Mental Health: A 10-Year Progress Update and Development of a New Research Agenda.","authors":"Aaron R Lyon, Elizabeth H Connors, Gwendolyn M Lawson, Erum Nadeem, Julie Sarno Owens","doi":"10.1007/s12310-024-09731-0","DOIUrl":"10.1007/s12310-024-09731-0","url":null,"abstract":"<p><p>Implementation science has grown considerably in school mental health over the past decade, driven by the persistent gaps between knowledge about \"what works\" to promote student well-being and what is typically delivered in schools. In 2014, Owens and colleagues outlined an implementation research agenda for the field of school mental health, emphasizing professional development and coaching, evidence-based practice fidelity, and sustainment. This paper provides a 10-year progress review across these domains and articulates an updated research agenda focused on: (1) pragmatic implementation strategies, (2) implementation mechanisms explaining the connection between implementation strategies and outcomes, (3) strategic intervention redesign to promote implementation, and (4) de-implementation of low-value practices. We propose critical research questions in these areas and conclude by highlighting contemporary study designs and methods (i.e., hybrid trial designs; sequential, multiple assignment, randomized trials; rapid qualitative approaches; economic analyses) that can be leveraged to investigate implementation research questions in school mental health over the next decade. In doing so, we hope to promote shared understanding of evolving implementation research priorities and opportunities to promote equitable, pragmatic, and sustainable implementation efforts in school mental health and drive synergy across projects.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"16 4","pages":"1013-1037"},"PeriodicalIF":3.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12352494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144876780","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}