School Mental Health最新文献

Training School Staff to Support Students Returning to School After A Psychiatric Hospitalization. 培训学校员工，以支持精神病住院后的学生重返学校。

IF 2.5 3区心理学

School Mental Health Pub Date : 2025-03-01 Epub Date: 2024-10-07 DOI: 10.1007/s12310-024-09717-y

Lora Henderson Smith, Natalie Hendrickson, Emily Warren, Amy Tran, Elena Savina

{"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":"https://doi.org/10.1007/s12310-024-09717-y","url":null,"abstract":"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).","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}

引用次数: 0

Preteen Suicidal Ideation and Adolescent Academic Well-Being Among Child Welfare-involved Youth. 参与儿童福利青少年的青春期前自杀意念与学业幸福感。

IF 2.5 3区心理学

School Mental Health Pub Date : 2025-01-01 Epub Date: 2024-11-22 DOI: 10.1007/s12310-024-09726-x

Nathaniel W Anderson, Gabriel W Hassler, Elie Ohana, Beth Ann Griffin, Arielle H Sheftall, Lynsay Ayer

{"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":"Background: 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.Methods: 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.Results: 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.Conclusions: These findings, though associational, have potentially broad implications for understanding how early life suicidal ideation may impede CWS-involved youths' ability to thrive academically.","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}

引用次数: 0

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