School Mental Health最新文献_第5页

A Global Study of the Wellbeing of Adolescent Students During the COVID-19 2020 Lockdown 2020 年 COVID-19 封锁期间青少年学生福祉的全球研究

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-08 DOI: 10.1007/s12310-024-09678-2

Grace Skrzypiec, Mirella Wyra, Cigdem Topcu-Uzer, Iwona Sikorska, Damanjit Sandhu, Eva M. Romera, Dorit Olenik-Shemesh, Miguel Nery, Christián Denisse Navarro-Rodríguez, Kirill Khlomov, Melike Kavuk-Kalender, Tali Heiman, Annalisa Guarini, Eleni Didaskalou, Carmel Cefai, Antonella Brighi, Monica Bravo-Sanzana, Alexandra Bochaver, Sheri Bauman, Eleni Andreou, Ulil Amri

{"title":"A Global Study of the Wellbeing of Adolescent Students During the COVID-19 2020 Lockdown","authors":"Grace Skrzypiec, Mirella Wyra, Cigdem Topcu-Uzer, Iwona Sikorska, Damanjit Sandhu, Eva M. Romera, Dorit Olenik-Shemesh, Miguel Nery, Christián Denisse Navarro-Rodríguez, Kirill Khlomov, Melike Kavuk-Kalender, Tali Heiman, Annalisa Guarini, Eleni Didaskalou, Carmel Cefai, Antonella Brighi, Monica Bravo-Sanzana, Alexandra Bochaver, Sheri Bauman, Eleni Andreou, Ulil Amri","doi":"10.1007/s12310-024-09678-2","DOIUrl":"https://doi.org/10.1007/s12310-024-09678-2","url":null,"abstract":"As the COVID-19 (SARS-CoV-2) virus spread across the world, countries took drastic measures to counter the disease by requiring their citizens to home self-isolate i.e., lockdown. While it was not known how young people would cope with the social distancing restrictions, there was concern that the lockdown would have a debilitating effect on youth mental health. This study examined whether there was an association between adolescent subjective wellbeing and the amount of time spent in lockdown. Global Research Alliance researchers in 15 countries collected data using the Mental Health Continuum (Keyes in Am J Orthopsych 76:395–402, 2006) from over 7000 middle-school students aged 11–18. Findings show a decline in eudemonic wellbeing, particularly among females during the first 6 months of lockdown, which was most strongly associated with diminished psychological wellbeing, followed by social wellbeing, while emotional wellbeing remained relatively stable. An adaptation effect was noted after approximately 6 months. There was evidence suggesting females were slower to adapt to lockdown conditions compared to males. More attention should be paid to the wellbeing of students in lockdown to overcome languishing tendencies and educators should be cognizant of diminished student wellbeing, particularly among females, when students return to school. Positive school experiences, and positive relationships within the school community, may assist in reducing the risk of languishing in lockdown conditions, so schools should design interactive online activities for off-campus learning.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"28 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141570971","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 School-Based Evaluation of the FRIENDS Resilience Programs: Implications for Mental Health Concerns in Rural Students 对 FRIENDS 抗逆力计划的校本评估：对农村学生心理健康问题的影响

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-29 DOI: 10.1007/s12310-024-09682-6

Rebecca A. Schwartz-Mette, Hannah R. Lawrence, Eliot Fearey, Jessica Shankman, Janet Nichols, Joy Walters, Elena Perello, Susan Smith

{"title":"A School-Based Evaluation of the FRIENDS Resilience Programs: Implications for Mental Health Concerns in Rural Students","authors":"Rebecca A. Schwartz-Mette, Hannah R. Lawrence, Eliot Fearey, Jessica Shankman, Janet Nichols, Joy Walters, Elena Perello, Susan Smith","doi":"10.1007/s12310-024-09682-6","DOIUrl":"https://doi.org/10.1007/s12310-024-09682-6","url":null,"abstract":"The FRIENDS Resilience programs provide cognitive-behavioral skills across the developmental spectrum and can be applied as a universal or selective prevention program. In the current study, we assessed whether, relative to the schools’ existing counseling curriculum (“guidance”), FRIENDS improved social skills, problem behaviors, and academic competence in a sample of 650 students in kindergarten, 2nd, 5th, and 7th grade in a rural community in the northeastern United States. Student, parent, and teacher reports were obtained pre-intervention, post-intervention, and 4 months later. Analyses examined FRIENDS as a universal prevention program in the general school population and as a selective intervention for at-risk students (those with elevated existing symptoms). Teachers reported improvements in social skills, problem behaviors, and academic competence, and parents reported improved problem behaviors immediately post-intervention for all students receiving FRIENDS and guidance. However, at-risk students who received FRIENDS experienced significantly greater improvements in teacher-reported problem behaviors compared to those who received guidance. When assessing changes over time once all students had received FRIENDS, teacher-rated social skills and academic competence improved, and student- and parent-rated problem behaviors decreased from pre- to post-FRIENDS and 4-month follow-up. Effects were consistent for the overall sample and at-risk students, with stronger effects for those at-risk. These small yet significant effects of FRIENDS as universal prevention may be more limited relative to usual guidance curriculum, but preventative effects may be enhanced for those students in more immediate need of support. Directions for future evaluation of FRIENDS are discussed.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"20 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505513","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

Global and School-Specific Subjective Well-Being as Predictors of Educational Outcomes 预测教育成果的全球和学校主观幸福感

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-27 DOI: 10.1007/s12310-024-09684-4

Tyler L. Renshaw, Kelly N. Clark, Caleb D. Farley, Thomas K. Franzmann, Nai-Jiin Yang

{"title":"Global and School-Specific Subjective Well-Being as Predictors of Educational Outcomes","authors":"Tyler L. Renshaw, Kelly N. Clark, Caleb D. Farley, Thomas K. Franzmann, Nai-Jiin Yang","doi":"10.1007/s12310-024-09684-4","DOIUrl":"https://doi.org/10.1007/s12310-024-09684-4","url":null,"abstract":"Youths’ subjective well-being (SWB) is theorized to be an integral element of school success. However, little is known about the relative predictive power of different SWB indicators on educational outcomes. Thus, we investigated youths’ global and school-specific SWB as predictors of multidimensional educational performance. Participants were adolescent students (N = 893) in Grades 9–12 within one district and one school in the United States. Regression models were run using adolescent self-reported survey data and school-reported student sociodemographics and outcomes. Global SWB predictors were self-reports of life satisfaction and positive affect; school-specific SWB predictors were self-reports of joy of learning, school connectedness, educational purpose, and academic efficacy. The educational outcomes of interests were end-of-term grades in English language arts, math, and overall coursework, as well absences and suspension. Our models accounted for several student sociodemographic covariates that might affect academic performance. Results showed that, when general SWB predictors were modeled alone, life satisfaction was a consistently meaningful predictor of all educational outcomes. However, when school-specific SWB predictors were added to the models, the predictive power of life satisfaction attenuated, and academic efficacy emerged as the strongest and most consistent predictor of all educational outcomes. Interestingly, joy of learning, school connectedness, and educational purpose did not show meaningful predictive power across educational outcomes. Implications for research and practice are discussed.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"19 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505514","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

Exploring the Association Between Bullying Victimization and Poor Mental Health in Rural Chinese Adolescents: The Mediating Effects of Emotion Regulation 探索中国农村青少年遭受欺凌与心理健康状况不佳之间的关系：情绪调节的中介效应

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-24 DOI: 10.1007/s12310-024-09676-4

Hanbin Wang, Meng-Run Zhang, Jinbo He, Abudusalamu Saiding, Chunxu Zong, Yulu Zhang, Chun Chen

{"title":"Exploring the Association Between Bullying Victimization and Poor Mental Health in Rural Chinese Adolescents: The Mediating Effects of Emotion Regulation","authors":"Hanbin Wang, Meng-Run Zhang, Jinbo He, Abudusalamu Saiding, Chunxu Zong, Yulu Zhang, Chun Chen","doi":"10.1007/s12310-024-09676-4","DOIUrl":"https://doi.org/10.1007/s12310-024-09676-4","url":null,"abstract":"Bullying is one of the most common forms of school violence. Although the negative impact of bullying victimization on students’ mental health outcomes has been well documented, the underlying mechanism of the association lacks investigation, especially in the rural Chinese boarding school context. This study examined (1) the associations between bullying victimization and mental health (i.e., subjective well-being and depressive symptoms), and (2) the mediating roles of cognitive reappraisal and expressive suppression in Chinese boys and girls from a rural boarding school in Gansu province. This cross-sectional study involved 655 Chinese rural adolescents in a boarding school in Gansu province (Mage = 15.68 years, SD = 0.96; 408 girls). Structural equation modelling (SEM) was used to evaluate the mediation model, and the bootstrap approach was used to test the indirect effect. The total effects from bullying victimization to subjective well-being (for boys: β = − 0.32, p < 0.001; for girls: β = − 0.35, p < 0.001) and depressive symptoms (for boys: β = 0.29, p < 0.001; for girls: β = 0.32, p < 0.001) were significant in boys and girls. The indirect effect of bullying victimization through cognitive reappraisal on subjective well-being (β = -0.11, 95% CI − 0.17 to − 0.06) and depressive symptoms (β = 0.09, 95% CI 0.05 to 0.15) was significant in girls, whereas the indirect effect was not significant in boys. The indirect effect through expressive suppression was not significant in both boys and girls. This study extends the literature by demonstrating the underlying mechanism linking bullying victimization to poor mental health. Gender differences were identified regarding the indirect effects. These findings have cultural implications for bullying victimization intervention on Chinese rural adolescents’ mental health.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"8 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505539","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

Are Elementary Educators Prepared to Address Student Mental Health in Title 1 Schools? An Examination of Role Breadth, Self-Efficacy, and Attitudes Toward Trauma-Informed Care 小学教育工作者是否准备好在 Title 1 学校解决学生心理健康问题？对角色广度、自我效能感以及对创伤知情护理的态度的研究

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-23 DOI: 10.1007/s12310-024-09680-8

Linda M. Raffaele Mendez, Mikalya J. Drymond-Cundy, Shannon M. Suldo, Robert F. Dedrick

{"title":"Are Elementary Educators Prepared to Address Student Mental Health in Title 1 Schools? An Examination of Role Breadth, Self-Efficacy, and Attitudes Toward Trauma-Informed Care","authors":"Linda M. Raffaele Mendez, Mikalya J. Drymond-Cundy, Shannon M. Suldo, Robert F. Dedrick","doi":"10.1007/s12310-024-09680-8","DOIUrl":"https://doi.org/10.1007/s12310-024-09680-8","url":null,"abstract":"This study examined the perceived preparedness of educators working in Title 1 schools to address the mental health needs of students. Data were gathered from educators (defined as teachers and other school personnel; N = 299) employed by eight Title 1 public schools within one district in Florida, most of whom were K-5 teachers (n = 199). Participants completed measures of perceived role breadth (i.e., the degree to which they believe that attending to mental health needs is part of their role as an educator), self-efficacy in addressing student mental health needs, and attitudes toward trauma-informed care principles and ideals. Results showed that participants had a relatively high average score on the role breadth measure [M = 4.31 on a scale from 1 (low) to 5 (high)], indicating that they believe their role includes responsibility not only for student learning but also for attending to the mental health of students. Scores on the self-efficacy measure showed a moderate level of confidence in addressing the mental health needs of students [M = 3.08 on a scale from 1 (low) to 4 (high)], although there was variability in mean levels of confidence across different types of tasks. In terms of attitudes toward trauma-informed care, participants showed moderately positive attitudes on the ARTIC-10 [M = 5.05 on a scale from 1 (low) to 7 (high)]. Structural equation modeling was used to examine the relation between the outcome variable of attitudes toward trauma-informed care and the following predictor variables: school, role (teacher vs. non-teacher), role breadth, and self-efficacy. Results showed that role breadth and self-efficacy were significant and positive predictors (p < 0.01) of attitudes toward trauma-informed care. Implications for school-level trauma initiatives are discussed.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"9 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505540","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

Leveraging Technology to Support Teachers’ Fidelity of Universal Classroom Management Interventions: Lessons Learned and Future Applications 利用科技支持教师忠实执行通用课堂管理干预措施：经验教训与未来应用

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-22 DOI: 10.1007/s12310-024-09681-7

Stephanie D. Smith, Fayth Walbridge, Tiffany Harris, Mairin C. Cotter, Rachel Kaplan, Brittany Garza, Zachary Wilde, Arianna Delgadillo, Richard Mohn, Brad Dufrene

{"title":"Leveraging Technology to Support Teachers’ Fidelity of Universal Classroom Management Interventions: Lessons Learned and Future Applications","authors":"Stephanie D. Smith, Fayth Walbridge, Tiffany Harris, Mairin C. Cotter, Rachel Kaplan, Brittany Garza, Zachary Wilde, Arianna Delgadillo, Richard Mohn, Brad Dufrene","doi":"10.1007/s12310-024-09681-7","DOIUrl":"https://doi.org/10.1007/s12310-024-09681-7","url":null,"abstract":"The Good Behavior Game (GBG), a universal classroom management intervention, has shown clear benefits in promoting the behavioral, social-emotional, and academic development of students. However, the quality with which this intervention is delivered tends to diminish over time, which decreases the likelihood of these positive outcomes. By leveraging the benefits of technology, we built a sophisticated online platform to support teachers’ fidelity of the GBG in collaboration with expert consultants and education partners. This paper details initial steps to develop and refine GBG Technology (GBG Tech). Three teacher consultants and two experts in technology-enhanced and classroom management interventions provided ongoing feedback as GBG Tech was initially developed through a rapid prototyping approach by a team of high-tech engineers. Twenty-four teachers participated in focus groups to inform subsequent revisions of the technology, and seven teachers tested the feasibility of GBG Tech in their classrooms for 6 weeks. As anticipated, teachers found GBG Tech to be acceptable, understandable, and feasible to use. Moreover, teachers reached fidelity quickly (M = 2.43 weeks), sustained fidelity for 6 weeks, and delivered the GBG at the recommended dosage. The results of this study informed a full version of GBG Tech that is ready for large-scale testing and a set of design principles intended to guide the development of other technology-delivered interventions aimed at sustaining fidelity in authentic classroom settings.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"2016 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505541","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

Understanding Teachers' Attributions and Responses to Student Misbehavior: The Roles of Explanatory Rationale and Personal Beliefs 了解教师对学生不当行为的归因和反应：解释性理由和个人信念的作用

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-22 DOI: 10.1007/s12310-024-09673-7

Lu Wang, Kristen D. Gulish, Alisha R. Pollastri

引用次数: 0

Predicting Teachers’ Burnout: Trauma Experience and Attitudes Towards Trauma-Affected Students 预测教师的职业倦怠：创伤经历和对待受创伤学生的态度

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-20 DOI: 10.1007/s12310-024-09679-1

Deborah Cunneen, Donnah L. Anderson

{"title":"Predicting Teachers’ Burnout: Trauma Experience and Attitudes Towards Trauma-Affected Students","authors":"Deborah Cunneen, Donnah L. Anderson","doi":"10.1007/s12310-024-09679-1","DOIUrl":"https://doi.org/10.1007/s12310-024-09679-1","url":null,"abstract":"Childhood trauma can result in developmental and psychosocial problems leaving teachers struggling to manage the effects of students’ trauma and potentially leading to increased burnout. The present study investigated whether teachers’ attitudes towards teaching trauma-affected students and prior experience with trauma predicted teacher burnout. Five types of prior experience were informed by the multidimensional model of attitude strength: the extent and valence (i.e., how favourable or unfavourable the experience was) of direct teaching experience, the extent and valence of personal experience, and the extent of indirect experience (trauma-training). The study investigated whether the relationships between prior experiences and burnout were mediated by teachers’ attitudes, controlling for teacher age. Australian mainstream teachers (N = 536) were recruited to an online survey through snowball sampling on social media. Results showed that attitudes significantly mediated the relationships between all experience variables with burnout, except for the extent of personal experience. More favourable attitudes were predicted by more direct experience (contrary to the hypothesised direction) and indirect experience (as hypothesised). Regarding valence of experience, exploratory analyses found more favourable direct and personal experiences predicted more favourable attitudes. Supporting the hypotheses, all mediations found more favourable attitudes predicted less burnout, while more personal experience predicted greater burnout. These cross-sectional findings suggest that greater experience teaching trauma-affected students, trauma-training, and fostering favourable perceptions of teachers’ personal trauma may protect teachers from burnout. Future research using longitudinal designs is needed to support causal effects between teachers’ experiences, attitudes, and burnout.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"85 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141525628","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 Comparison in Academic Development and Subjective Well-Being Among Chinese Adolescents: From Variable- and Person-Centered Perspectives 社会比较在中国青少年学业发展和主观幸福感中的作用：从 "变量 "和 "以人为本 "的角度看中国青少年的学业发展和主观幸福感

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-19 DOI: 10.1007/s12310-024-09675-5

Hongrui Liu, Yuxuan Liu, Meiling Yao

{"title":"The Role of Social Comparison in Academic Development and Subjective Well-Being Among Chinese Adolescents: From Variable- and Person-Centered Perspectives","authors":"Hongrui Liu, Yuxuan Liu, Meiling Yao","doi":"10.1007/s12310-024-09675-5","DOIUrl":"https://doi.org/10.1007/s12310-024-09675-5","url":null,"abstract":"The purpose of this study was to address the role of social comparison in determining individual development by exploring the relationship of four types of social comparison with academic persistence‒procrastination and subjective well-being among Chinese adolescents (n = 530, Mage = 14.59) from both variable- and person-centered perspectives. Results showed that the paths from social comparison to outcome were significant in most cases. Upward contrast (i.e., focusing on differences with superior targets) and downward identification (i.e., focusing on similarities with inferior targets) seemed detrimental, but upward identification (i.e., focusing on similarities with superior targets) and downward contrast (i.e., focusing on differences with inferior targets) seemed beneficial for adolescent development. Moreover, four social comparison profiles (moderate, 52.1%; high, 14.3%; upward contrast, 5.7%; and positive interpretation, 27.9%) emerged. The upward contrast profile was the least adaptive, and the positive interpretation profile (with high upward identification and downward contrast) was the most adaptive. This study provides new insights for understanding the role of social comparison in adolescent development and how to make more constructive use of it.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"59 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141525629","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 Community-Partnered Research Process for Implementation Strategy Design: Developing Resources to Support Behavioral Classroom Interventions 实施策略设计的社区合作研究过程：开发支持课堂行为干预的资源

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-18 DOI: 10.1007/s12310-024-09669-3

Gwendolyn M. Lawson, Julie Sarno Owens, David S. Mandell, Samantha Tavlin, Steven Rufe, Aubrey Depa, Aaron R. Lyon, Thomas J. Power

{"title":"A Community-Partnered Research Process for Implementation Strategy Design: Developing Resources to Support Behavioral Classroom Interventions","authors":"Gwendolyn M. Lawson, Julie Sarno Owens, David S. Mandell, Samantha Tavlin, Steven Rufe, Aubrey Depa, Aaron R. Lyon, Thomas J. Power","doi":"10.1007/s12310-024-09669-3","DOIUrl":"https://doi.org/10.1007/s12310-024-09669-3","url":null,"abstract":"Schools need effective, sustainable implementation strategies to support teachers in using effective Tier 1 (i.e., whole class) and Tier 2 (i.e., targeted) behavioral interventions in the classroom. This paper describes an iterative, community-partnered process of developing implementation resources to support teachers in using Tier 1 and 2 positive behavior management interventions; we call these resources the Positive Behavior Management Toolkit (PBMT). There were two key aspects to the iterative development process: 1) working with a Program Development Team of district—and school-employed partners to identify priorities, interpret data, provide feedback on resources, and plan for sustainment; and 2) conducting a series of tryouts in which teachers used a version of the PBMT in their classrooms and provided quantitative and qualitative feedback on acceptability, appropriateness, feasibility, and recommendations for improvement. In partnership with the Program Development Team, we used data from the tryouts to inform revisions to the PBMT. This paper presents quantitative and qualitative data from the tryouts and describes how these data informed revisions to the PBMT. We also describe the processes by which we engaged the team, considerations related to contextual appropriateness, and lessons learned related to community-engaged intervention development research.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"41 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141525630","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