School Mental Health最新文献_第2页

Advancing the Science of Intervention Development in School Mental Health: A Commentary on this Special Issue 推进学校心理健康干预发展科学：本特刊评论

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-08-21 DOI: 10.1007/s12310-024-09706-1

Steven W. Evans, Azadeh Bakhtiari

{"title":"Advancing the Science of Intervention Development in School Mental Health: A Commentary on this Special Issue","authors":"Steven W. Evans, Azadeh Bakhtiari","doi":"10.1007/s12310-024-09706-1","DOIUrl":"https://doi.org/10.1007/s12310-024-09706-1","url":null,"abstract":"This commentary examines the critical importance of intervention development and adaptation research in school mental health, as highlighted by the studies in this special issue. We discuss two primary reasons for advancing this field: increasing the use of evidence-based practices and enhancing intervention benefits by adapting to unique needs. The paper emphasizes the significance of identifying meaningful moderators of intervention response and proposes adopting an intersectionality perspective to better understand the complex factors influencing intervention effectiveness. We review several studies from the special issue that exemplify innovative approaches to intervention adaptation, including peer-supported interventions, culturally responsive programs for specific populations, and adaptations for rural school settings. The commentary also explores the distinction between adapting intervention “packaging” versus mechanisms of action, and highlights the value of community partner involvement in the development process. We argue that by carefully considering moderators of intervention response and embracing an intersectionality framework, researchers can develop effective interventions for diverse youth populations. The paper concludes by discussing future directions for intervention development research in school mental health, emphasizing the need for continued innovation to address the complex and varied needs of students in educational settings.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"47 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199721","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

Supporting Innovative Scalable Approaches to School-Based Mental Health: Development and Innovation Research at the U.S. Department of Education’s Institute of Education Sciences (IES) 支持校本心理健康的创新性可推广方法：美国教育部教育科学研究所 (IES) 的发展与创新研究

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-08-15 DOI: 10.1007/s12310-024-09700-7

Emily J. Doolittle, Jacquelyn A. Buckley

{"title":"Supporting Innovative Scalable Approaches to School-Based Mental Health: Development and Innovation Research at the U.S. Department of Education’s Institute of Education Sciences (IES)","authors":"Emily J. Doolittle, Jacquelyn A. Buckley","doi":"10.1007/s12310-024-09700-7","DOIUrl":"https://doi.org/10.1007/s12310-024-09700-7","url":null,"abstract":"The Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation, and statistics. IES’s National Center for Education Research supports rigorous research that addresses the nation's most pressing education needs from early childhood to adult education. IES’s National Center for Special Education Research supports a comprehensive program of education research designed to expand knowledge and understanding of infants, toddlers, and youth with and at risk for disabilities to improve their developmental, education, transition, and postsecondary outcomes. This paper makes the case that IES Development and Innovation research can support the development of usable, feasible, and affordable approaches (practices, programs, or policies) to help schools meet the mental health needs of their students and staff. The goal of this research is to ensure that school-based interventions are contextually appropriate, implemented with high fidelity, and more likely to produce equitable outcomes than current practice.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"2 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199723","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

Developing Optimized School-Based Mental Health Interventions: National Institute of Mental Health (NIMH) Priorities and Opportunities 制定优化的校本心理健康干预措施：国家心理健康研究所（NIMH）的优先事项和机遇

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-08-14 DOI: 10.1007/s12310-024-09701-6

Mary E. Rooney, Marcy Burstein, Mary Acri

引用次数: 0

Associations Between Belonging and Peer Victimization and Internalizing Symptoms Among Middle School-Age Youth 初中年龄青少年的归属感与同伴伤害和内化症状之间的关系

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-08-12 DOI: 10.1007/s12310-024-09702-5

Paula J. Fite, Daryl Hesse, Emily Hichborn

{"title":"Associations Between Belonging and Peer Victimization and Internalizing Symptoms Among Middle School-Age Youth","authors":"Paula J. Fite, Daryl Hesse, Emily Hichborn","doi":"10.1007/s12310-024-09702-5","DOIUrl":"https://doi.org/10.1007/s12310-024-09702-5","url":null,"abstract":"The extant literature suggests the importance of belonging in preventing and reducing internalizing symptoms. However, it is not yet clear which sources of belonging are most distinctly and robustly linked to symptoms of depression and anxiety. Further, the associations between various sources of belonging when also considering forms of peer victimization have not been readily examined. As such, the current study examined how peer, family, and school belonging are differentially associated with symptoms of depression and anxiety among middle school-age students (N = 256, Mage = 12.23 years, 52% male) when also considering the variance associated with forms of peer victimization. Further, sources of belonging were examined as moderators of the links between various forms of peer victimization and internalizing symptoms. Findings indicated that while family belonging was most robustly associated with depression symptoms, school belonging was most robustly associated with anxiety symptoms. Relational and cyber-, but not overt, victimization were distinctly and robustly associated with both symptom clusters. The only moderating effect evident was with school belonging and overt victimization, such that the association between overt victimization and depression symptoms was only evident when levels of school belonging were high. Findings contribute to our knowledge of distinct associations of various sources of belonging and further highlight the associations between peer victimization and internalizing symptoms among middle school students.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"82 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199722","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

Early Identification of Social, Emotional, and Behavioral Difficulties in Primary Schools: Explanations for Special Educational Needs Coordinators’ Different Practices 小学中社会、情感和行为困难的早期识别：特殊教育需要协调员的不同做法的解释

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-08-02 DOI: 10.1007/s12310-024-09690-6

Marloes L. Jaspers-van der Maten, Els W. M. Rommes

{"title":"Early Identification of Social, Emotional, and Behavioral Difficulties in Primary Schools: Explanations for Special Educational Needs Coordinators’ Different Practices","authors":"Marloes L. Jaspers-van der Maten, Els W. M. Rommes","doi":"10.1007/s12310-024-09690-6","DOIUrl":"https://doi.org/10.1007/s12310-024-09690-6","url":null,"abstract":"Early identification of social, emotional, and behavioral difficulties (SEBDs) in children is essential to provide support and reduce the risk of negative outcomes. Schools are considered ideal settings to identify SEBDs, and in many countries special educational needs coordinators (SENCOs) play a pivotal role in this respect. Although SENCOs may contribute to improving school-based identification of SEBDs by adopting a more systematic approach, they have a multitude of tasks and considerable professional discretion. As a result, there are differences between SENCOs in the quality of their identification practices in terms of the frequency of observations, the maintenance of a four-eyes principle, and the utilization of specialist knowledge, affecting whether and when SEBDs are identified. The aim of this study was to examine what factors can explain differences in these practices for early identification of SEBDs. Using a narrative qualitative approach, we interviewed 34 primary school professionals, studied school policy documents and observed team meetings. Thematic analysis revealed that an interplay of the factors: (1) (conformity to) school regulations, (2) team continuity, and (3) personal characteristics, explains why SENCOs decide differently on who conducts observations, and when. Generally, SENCOs are more likely to conform to frequent observations by at least two observers utilizing specialist knowledge, when schools have regulations that clearly define by whom and when observations should take place, with competent, committed, proactive school staff conforming to those regulations, within a stable team. Although each factor is important but not essential to ensure these practices, personal characteristics of the SENCO can compensate for a lack of clear school regulations or team discontinuity. Implications for school policy and practice are discussed.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"34 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141883233","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 University-School District Partnership to Develop Well Connected©: An Integrated Student Wellness Approach in High Schools 大学与校区合作开发 Well Connected©：高中学生健康综合方法

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-31 DOI: 10.1007/s12310-024-09695-1

Elise T. Pas, Christine Crimmins, Mary Kay Connerton, Ryan Voegtlin, Jessika H. Bottiani, Katrina J. Debnam, Kathryn B. Rockefeller, Megan C. Lewis, Susan Love, Catherine P. Bradshaw

{"title":"A University-School District Partnership to Develop Well Connected©: An Integrated Student Wellness Approach in High Schools","authors":"Elise T. Pas, Christine Crimmins, Mary Kay Connerton, Ryan Voegtlin, Jessika H. Bottiani, Katrina J. Debnam, Kathryn B. Rockefeller, Megan C. Lewis, Susan Love, Catherine P. Bradshaw","doi":"10.1007/s12310-024-09695-1","DOIUrl":"https://doi.org/10.1007/s12310-024-09695-1","url":null,"abstract":"Educators have embraced the promotion of social emotional development, student well-being, and mental health as essential educational objectives to promote academic readiness and growth. To address known research-to-practice gaps and limited availability of evidence-based, universal high school programs, we took a community-based participatory research (CBPR) approach to develop a contextually and developmentally appropriate program addressing social emotional learning, community, and student well-being. We employed the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model of systematic instructional design for 2 school years. We collected quarterly anonymous open- and close-ended surveys from students and teachers and open-ended session-specific surveys from teachers; led student advisory and teacher focus groups; and documented coach feedback and observations. Researchers conducted qualitative descriptive and quantitative descriptive analyses. We summarize how CBPR and the ADDIE model of systematic instructional design was applied to ensure contextual fit and acceptability in high schools. We present how findings from the data sources were used to design and develop content and highlight results on comfort, content of interest, and optimal time dedicated to content. We describe how we developed the components of Well Connected©. We conclude with lessons learned for co-developing programs and engaging in participatory research.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"41 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141864073","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

Academic Pressure or Emotional Detachment? The Complex Effect of Compulsory Boarding Due to the School Merger Policy 学业压力还是情感疏离？学校合并政策导致的强制寄宿的复杂影响

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-31 DOI: 10.1007/s12310-024-09698-y

Siyi Wang, Jinlei Qin, Ding Li

{"title":"Academic Pressure or Emotional Detachment? The Complex Effect of Compulsory Boarding Due to the School Merger Policy","authors":"Siyi Wang, Jinlei Qin, Ding Li","doi":"10.1007/s12310-024-09698-y","DOIUrl":"https://doi.org/10.1007/s12310-024-09698-y","url":null,"abstract":"In the context of rapid urbanization, the school merger policy has been widely implemented in rural China since the early twenty-first century, generating significant augment in the demand for boarding at school. Using 738 samples from a national sample database (China Family Panel Studies) in 2016 and 2018, this exploratory study employed a difference-in-differences (DID) model to explore the impact of boarding on the academic pressure of students in rural primary and secondary schools after the implementation of school merger policy from the emotional and spatial distance perspective. The results are robust when subject to propensity score matching and difference-in-differences (PSM–DID) and random sampling tests. Further analysis reveals that forced boarding would intensify academic pressure by impairing students' emotional experiences. The increase in parent–child emotional distance will negatively strengthen the impact of boarding on students' learning pressure, while from the perspective of spatial distance, students who live far away from their parents due to boarding face greater learning pressure. This study has important policy implications for school mental health practice of boarding schools.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"262 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141864074","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

Children’s Reentry to School After Psychiatric Hospitalization: A Qualitative Study 儿童入住精神病院后重返校园：定性研究

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-29 DOI: 10.1007/s12310-024-09692-4

Madeline DiGiovanni, Amber Acquaye, Erika Chang-Sing, Mary Gunsalus, Laelia Benoit, Andrés Martin

{"title":"Children’s Reentry to School After Psychiatric Hospitalization: A Qualitative Study","authors":"Madeline DiGiovanni, Amber Acquaye, Erika Chang-Sing, Mary Gunsalus, Laelia Benoit, Andrés Martin","doi":"10.1007/s12310-024-09692-4","DOIUrl":"https://doi.org/10.1007/s12310-024-09692-4","url":null,"abstract":"School reentry after inpatient psychiatric hospitalization requires careful coordination between multiple team members to ensure stability across transitions, given documented negative academic and socioemotional impacts in the post-discharge period. Existing investigations are limited by the fact that no articles examine the perspectives of multiple participant types simultaneously. We conducted a qualitative study of multiple children transitioning out of psychiatric hospitalization and their adult reentry team members, utilizing thematic analysis informed by grounded theory. Across 16 semi-structured interviews, we analyzed perspectives from 17 participants: four children, four parents, five school staff, and four hospital staff. We identified four key themes informing an overarching theory: 1) Centering the socioemotional role of school; 2) Clarifying what constitutes good communication; 3) Reconciling multiple sources of authority; and 4) Navigating limitations with creativity. Together, these themes converge into two new theoretical concepts. First, stereovision represents the synthesis of multiple “lines of sight,” which cross to create a densely interactional system. Second, patchworking represents the cobbling together of case-by-case solutions to develop an adequate support plan in the face of multiple limitations or barriers. In conclusion, by incorporating the above four thematic findings into a novel theoretical framework, we argue that when navigating school reentry after psychiatric hospitalization, children and adults must use stereovision and patchworking to create a strong, flexible support fabric. These reflections increase representation of child and adult team member voices in the literature and inform future school–hospital–family partnerships for school reentry after psychiatric hospitalization.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"192 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141864076","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 Social Support in the Transition from Lower- to Upper-Secondary School in Slovenia: Anxiety in Focus 社会支持在斯洛文尼亚初中升高中过渡时期的作用：聚焦焦虑

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-29 DOI: 10.1007/s12310-024-09687-1

Ana Kozina, Katja Košir, Tina Pivec

{"title":"The Role of Social Support in the Transition from Lower- to Upper-Secondary School in Slovenia: Anxiety in Focus","authors":"Ana Kozina, Katja Košir, Tina Pivec","doi":"10.1007/s12310-024-09687-1","DOIUrl":"https://doi.org/10.1007/s12310-024-09687-1","url":null,"abstract":"The complexities of individual (developmental changes) and contextual (change of school) factors interact during a school level transition period. The current study focuses on one aspect of possible difficulties, namely anxiety, and one potential support mechanism, specifically social support from family and peers, and their interplay during the school year when transitioning to a higher level of education. The study monitors anxiety levels of Slovene students (N = 115, 69.6% females) and the role of their social support through their transition using a longitudinal design with four time points—at the beginning of the school year, at the middle of the school year, at the end of the school year, and at the beginning of the new school year after the transition—in the context of the COVID-19 pandemic. The findings from an unconditional growth model show a significant difference in anxiety at the initial measurement, while the change in time is insignificant. The findings show that peer support is a significant predictor of anxiety at all four time points and that family support is a significant predictor of anxiety at three of the four time points (not significant at the end of school year). Students who report a higher sense of peer and family support report less anxiety. As identified in the study, social support is an important protective factor for higher anxiety levels; therefore, it is important to provide mechanisms of social support during a transition and throughout the pre- and post-transition school years.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"359 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141864318","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 Peer-Supported School Engagement Intervention for Youth with Attention Problems: Development and Implementation 针对有注意力问题的青少年的同伴支持型学校参与干预措施：开发与实施

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-27 DOI: 10.1007/s12310-024-09697-z

R. Elizabeth Capps, Steven W. Evans, Julie Sarno Owens, Darcey M. Allan

{"title":"A Peer-Supported School Engagement Intervention for Youth with Attention Problems: Development and Implementation","authors":"R. Elizabeth Capps, Steven W. Evans, Julie Sarno Owens, Darcey M. Allan","doi":"10.1007/s12310-024-09697-z","DOIUrl":"https://doi.org/10.1007/s12310-024-09697-z","url":null,"abstract":"Youth with attention problems are at increased risk for school disengagement (Booster et al., JAD 16:179–189, 2012; DuPaul & Langberg, in: Barkley (ed), Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment, Guilford, New York, 2014), which portends risk for poor outcomes (Bond et al., JAH 40:357.e9–357, 2007; Carter et al., JA 30:51–62, 2007; Fredricks et al., RER 74:59–109, 2004). Interventions that target school engagement may benefit from peer delivery because peers are widely available in schools and potentially more credible than adults. In this study, a peer-supported school-based school engagement intervention for middle school students with attention problems, Together Engaging and Achieving Meaningfully (TEAM) was developed with educators and students. In initial development (Study One), community development team meetings with partners (N = 9 school staff and students) were conducted. Thematic analysis was used to identify themes used to refine TEAM. In Study Two, a single-case pilot with one student with attention problems and one peer coach was conducted. Measures of fidelity, attendance, acceptability, and satisfaction were collected. Results were used to refine TEAM. Then in pilot implementation (Study Three), a non-randomized pilot was conducted with 10 fifth- through seventh-grade students with attention problems (n = 6 in the intervention group) and six eighth-grade coaches. Measures of fidelity, attendance, acceptability, satisfaction, and clinician-required time for implementation were collected. Cohen’s d mean difference effect sizes were calculated between and within groups over implementation. Feedback from partners highlighted barriers and aspects that were acceptable and feasible. Results from implementation suggested high attendance, high coach fidelity with revised implementation support, and low clinician-required time. Lessons learned and avenues for future development and research are discussed.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"21 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775154","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