School Mental Health最新文献

{"title":"Psychometric Properties of the Persian Version of the Participant Role Scales in Bullying School","authors":"Hossein Souri, Kourosh Amraei, Mohammad Bagher Koopai","doi":"10.1007/s12310-024-09649-7","DOIUrl":"https://doi.org/10.1007/s12310-024-09649-7","url":null,"abstract":"<p>Bullying is a form of school violence that has recently received the attention of school psychologists. One of these problems that exists in almost all schools is the phenomenon of school bullying. The aim of this study is to examine the psychometric reliability and validity of the Participant Role Scale in bullying in Persian and compare the psychometric properties of 3- and 4-factorial models for this scale.We use both descriptive and inferential statistics. The statistical population was the second-grade students in Lorestan province in the year 2021–2022. Sample size of 617 students (324 males and 293 females) were selected by multistage cluster sampling. The range of Subscales Cronbach’s alpha coefficients varied from 0.8 to 0.91, and the Cronbach’s alpha coefficient of the whole scale was 0.90. The 3-factorial model had slightly better reliability than the 4-factorial model structure. Similarly, the factor structure of the 3-factorial model structure was much better in exploratory and confirmatory factor analysis. We provide a reliable and valid 3-factorial model for the Participant Role Scale in Persian.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"9 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140300561","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}

{"title":"Bias-Based Harassment Among US Adolescents","authors":"Jennifer Greif Green, Manuel Ramirez, Gabriel J. Merrin, Melissa K. Holt","doi":"10.1007/s12310-024-09648-8","DOIUrl":"https://doi.org/10.1007/s12310-024-09648-8","url":null,"abstract":"<p>Bias-based (also called identity-based) harassment refers specifically to a subset of peer victimization that targets a person’s identity, such as their gender identity, religion, immigration status, sexual orientation, race, or ethnicity. Research indicates that bias-based harassment is a particularly devastating form of victimization that has an even stronger association with poor mental health and school functioning than general forms of bullying and harassment that do not target identity characteristics. In the current study, we used the AmeriSpeak Teen Panel, a US nationally representative panel of youth ages 13–17, to examine the prevalence and predictors of bias-based harassment. Youth (<i>N</i> = 639) completed a self-report survey about their experiences with victimization and perpetration of bias-based harassment. A series of regression models tested the association of individual youth demographic characteristics with reports of bias-based harassment victimization and perpetration. Overall, 28.2% of youth reported experiences of bias-based victimization, and 12.4% reported bias-based perpetration. Bias-based harassment most often targeted students’ race, sexual orientation, and gender identity. Results have implications for school-based prevention and intervention planning to address bias-based harassment.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"19 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172773","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}

{"title":"Pilot Evaluation of the POWER Program: Positive Outcomes with Emotion Regulation","authors":"Brittany Zakszeski, Michelle Cain, Katie Eklund, Lissy Heurich, Reagan Friedman, Ashleigh Ward, Jingwen Zhou","doi":"10.1007/s12310-024-09641-1","DOIUrl":"https://doi.org/10.1007/s12310-024-09641-1","url":null,"abstract":"<p>The Positive Outcomes With Emotion Regulation (POWER) Program is a transdiagnostic intervention for adolescents at risk of developing emotional disorders. The POWER Program was designed to be implemented in secondary schools, by school personnel with or without specialized mental health training, as a Tier 2 intervention. In this pilot study, the POWER Program was implemented by school psychologists and school psychologists-in-training and evaluated across four focal student participants using a multiple-baseline-across-participants single-case design. Program efficacy was assessed using systematic direct classroom observations of student negative affect and social engagement as well as student and caregiver ratings of emotional and behavioral symptoms. Program usability was assessed through rating scales completed by intervention facilitators and student participants. Overall, results provide evidence of the POWER Program’s small- to large-sized effects on students’ emotional and behavioral functioning as observed in the classroom and self-reported by students. In addition, results suggest implementation facilitators’ and students’ positive impressions of the program, evident in ratings of high understanding, feasibility, and acceptability across groups. Study limitations are highlighted with attention to opportunities to further refine and evaluate the POWER Program.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"26 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172727","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}

{"title":"School Absenteeism and Child Mental Health: A Mixed-Methods Study of Internalizing and Externalizing Symptoms","authors":"","doi":"10.1007/s12310-024-09640-2","DOIUrl":"https://doi.org/10.1007/s12310-024-09640-2","url":null,"abstract":"<h3>Abstract</h3> <p>School absenteeism among children and adolescents has been associated with a myriad of adverse outcomes. Despite a substantial amount of research on school attendance, our understanding of absenteeism in elementary-aged children with mental health difficulties is limited. The current study used a mixed-method sequential explanatory design to gain a better understanding of the links between children’s mental health symptoms, age, gender and school absenteeism. The study included two phases: Phase I presented a quantitative investigation of the links between absenteeism and mental health symptoms in a large sample (<em>N</em> = 750) of primarily White (74%) clinic-referred children aged 5–12 years. Phase II used a participant selection model and chart review design to garner a deeper understanding of how school absenteeism presents in children with mental health problems in the elementary years. Results suggested that internalizing symptoms were significantly related to school attendance problems, and this association worsens as children age and as internalizing symptoms increase in severity. Externalizing symptoms were associated with absenteeism as well, but these findings showed that school attendance problems were worse for younger children with low to moderate levels of externalizing symptoms. The qualitative chart review illustrates the complex interplay of school absenteeism and child mental health, particularly for children experiencing co-occurring internalizing and externalizing problems. Children often struggled academically and socially, with some exhibiting increasing levels of school refusal and truancy and others displaying aggressive behaviors resulting in suspensions. Future studies that examine additional contextual factors, such as school and family variables, with longitudinal cross-lagged models and diverse families are needed to develop a comprehensive understanding of causal associations and their impact on children’s school attendance across children’s development.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"67 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073292","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}

{"title":"A Survey of Educator’s Mental Health Literacy in Nova Scotia, Canada: Identifying Patterns by Training and Experience","authors":"Damian Page, Chris Gilham, Taylor G. Hill","doi":"10.1007/s12310-024-09644-y","DOIUrl":"https://doi.org/10.1007/s12310-024-09644-y","url":null,"abstract":"<p>The purpose of this provincial cross-sectional survey (<i>N</i> = 254) was to explore the mental health literacy (MHL) of educators, and particularly, if training and experience explains differences in MHL. There were meaningful differences based on MHL training and between educators of different division levels. Those who completed graduate degrees or took Learn or Teach MHL training modules clearly had stronger MHL knowledge and abilities to accurately discriminate mental health needs on a vignette measure. Pre-primary educators had the lowest MHL knowledge and ability to discriminate mental health needs on a vignette measure. Our findings evidence current disparities in, as well pathways towards, improving MHL training for pre- and in-service educators, including pre-primary educators. Significant relationships observed between measures of MHL, and vignette discrimination accuracy suggest MHL training for educators may strengthen help-seeking pathways through the timely identification of students experiencing mental disorders and the judicious provision of mental health resources for these students.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"31 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071956","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}

{"title":"What is Essential in School Social Work Practice","authors":"Robert Lucio, Emily Shayman, Brandon D. Mitchell, Emilie Souhrada","doi":"10.1007/s12310-024-09643-z","DOIUrl":"https://doi.org/10.1007/s12310-024-09643-z","url":null,"abstract":"<p>As the need for school social work (SSW) practitioners increases, more research may be useful to understand how roles and practices are shaped and how this differs from their perceptions of essential practice. To understand the roles and functions of SSW, a survey of nine critical components was developed through an evaluation of national association’s standards that offer guidance for SSW practice. Survey respondents (<i>N</i> = 318) consisted mostly of SSW practitioners (85%), evaluated nine critical components: advocacy, building capacity, home-school liaison, multi-tier system of support, navigating school settings, professional values, service delivery, social work theory, use of data and evidence, and suggested the addition of new essential components. The results focus on which practices are deemed essential and the frequency of performing these tasks. We conclude with implications of practice essentiality and frequency discussed across the nine critical component domains, offering suggestions for future research, education, training, and professional development of SSW practitioners.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"18 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072050","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}

{"title":"Centering School Leaders’ Expertise: Usability Evaluation of a Leadership-Focused Implementation Strategy to Support Tier 1 Programs in Schools","authors":"","doi":"10.1007/s12310-024-09635-z","DOIUrl":"https://doi.org/10.1007/s12310-024-09635-z","url":null,"abstract":"<h3>Abstract</h3> <p>Although there are a growing number of implementation strategies to increase the adoption, fidelity, and sustainment of evidence-based practices (EBP), they are often complex and bulky, which can interfere with their widespread application. To address these challenges, the Helping Educational Leaders Mobilize Evidence (HELM) strategy was created as an adaptation of the evidence-based Leadership and Organizational Change for Implementation (LOCI) implementation strategy to enhance elementary school principals’ use of strategic implementation leadership to support the adoption and delivery of Tier 1 (i.e., universal social, emotional, and behavioral) EBP. In service of its iterative development, a human-centered design methodology was employed to increase the successful uptake and use of HELM. The Cognitive Walkthrough for Implementation Strategies (CWIS), a novel mixed-methods approach to evaluate implementation strategy usability, was applied to identify and test HELM strategy tasks of critical importance. A sample of 15 elementary school principals participated in group cognitive walkthrough testing as either school principal recipients or HELM coaches. Both user types rated the strategy as acceptable (principal <em>M</em> = 77.8, SD = 15.5; coach <em>M</em> = 87.5, SD = 7.9). Five usability issues were identified using a highly structured common usability issue framework and provided direction for the generation of redesign solutions to be incorporated in a subsequent version of the HELM strategy. The evaluation of the strategy’s usability improved its alignment with user needs, expectations, and contextual constraints, rendering a more usable strategy and broadly applicable information surrounding the development of psychosocial implementation strategies in real-world settings.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"1 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140054616","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}

{"title":"Universal Primary School Interventions to Improve Child Social–Emotional and Mental Health Outcomes: A Systematic Review of Economic Evaluations","authors":"Gerard Joseph Abou Jaoude, Rolando Leiva-Granados, Rose Mcgranahan, Patrick Callaghan, Hassan Haghparast-Bidgoli, Liz Basson, Liesel Ebersöhn, Qing Gu, Jolene Skordis","doi":"10.1007/s12310-024-09642-0","DOIUrl":"https://doi.org/10.1007/s12310-024-09642-0","url":null,"abstract":"<p>Primary schools are key settings for social–emotional and mental health promotion. Reviews have assessed the effectiveness of primary school interventions delivered universally to all pupils for improving child social–emotional and mental health outcomes. This is the first study to review economic evaluations of such interventions and their value for money, which is key for informing policy. Peer-reviewed English language publications were systematically searched from database inception dates until 17 October 2022. We included economic evaluations of universal primary school interventions, or interventions with a universal component, to improve social–emotional and mental health outcomes in primary school children—regardless of evaluation methods or location. Key data and results were extracted from included studies for descriptive and narrative synthesis. Extracted costs were converted to International Dollars (Int$) and inflated to the year 2021. The reporting quality of included studies was appraised using the 2022 CHEERS checklist. Our review was prospectively registered on PROSPERO (CRD42020190148) and funded by the UK Economic and Social Research Council (ES/T005149/1). A total of 25 economic evaluations were included for analysis in our review. Full economic evaluations combining both costs and outcomes comprised 20 of the 25 evaluations, of which 16 used comparable outcomes. The remaining five economic evaluations were cost analyses (partial). Study quality varied substantially and was higher amongst full economic evaluations. Evaluated interventions consisted primarily of programmes and curricula (<i>n</i> = 9) and universal interventions combining a targeted component (<i>n</i> = 5), amongst other intervention types such as teacher practices (<i>n</i> = 3). Average annual costs per child varied substantially (Int$18.7-Int$83,656) across intervention types. Universal interventions combining a targeted component were the least costly (Int$26.9-Int$66.8), along with an intervention designed to improve school operational culture (Int$46.0), and most of the programmes and curricula evaluated (Int$21.4-Int$396). All except for one of the 16 full economic evaluations using comparable outcomes found interventions were cost-effective (cost-saving–Int$25,463/QALY) relative to country cost-effectiveness thresholds or yielded positive returns on investment (Int$1.31–11.55 for each Int$1 invested) compared with usual practice. We identified several low-cost interventions that likely provide good value for money and should be considered by policymakers in high-income countries. However, there is a need for more economic evaluations in low- and middle-income countries, and a need to improve study reporting quality and better value outcomes more generally.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"11 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072888","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}

{"title":"A Pilot RCT of a Teacher Delivered School–Home Intervention to Reduce Student Anxiety","authors":"Golda S. Ginsburg, Jeffrey E. Pella, Grace Chan","doi":"10.1007/s12310-024-09638-w","DOIUrl":"https://doi.org/10.1007/s12310-024-09638-w","url":null,"abstract":"<p>Anxiety disorders are common and negatively impact students’ social, behavioral, and academic functioning. However, most students with anxiety do not receive needed assistance. The current study evaluated the feasibility and preliminary impact of a brief school–home elementary teacher-administered intervention for reducing student anxiety. Seventy-eight elementary teachers in New England were randomly assigned to be trained and deliver the Teacher Anxiety Program for Elementary Students (TAPES; a five-meeting school–home intervention) or a control condition (Teacher Anxiety Training, TAT). Students (<i>N</i> = 54) were ages 5–11 (mean age 8.0; 78% White; 46% female). Feasibility results indicated that 72% of trained teachers enrolled a student and teachers assigned to TAPES completed a modal number of 5/5 school–home meetings. Teacher fidelity ratings across the five TAPES meetings were adequate. Students in TAPES versus TAT demonstrated greater improvements in anxiety at post-intervention (but not follow-up) based on independent evaluator ratings. On student, teacher, and parent-report measures, students in both groups showed significant improvement over time. Findings suggest that training teachers to identify and assist students with anxiety using a brief intervention appears feasible and shows promise for reducing anxiety and related impairment. Addressing barriers to teacher training and intervention implementation are paramount.</p><p><i>Trial registration</i> ClinicalTrials.gov, NCT03899948. Registered on March 28, 2019.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"170 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140004878","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}

{"title":"Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community–University Partnership Approach","authors":"R. R. Ouellette, M. J. Strambler, M. A. Genovese, S. Selino, L. Joyner, S. Sevin, E. Granzow, E. H. Connors","doi":"10.1007/s12310-024-09639-9","DOIUrl":"https://doi.org/10.1007/s12310-024-09639-9","url":null,"abstract":"<p>Schools are critical settings in our nation’s public health response to the youth mental health crisis. There is strong empirical support that comprehensive, universal programs promote students’ social and emotional development and academic success. However, schools, particularly Title I schools, often lack the capacity to implement entire programs as intended, due in part to limited resources that necessitate adapted program content and implementation supports. Use of core components (i.e., kernels) across evidence-based social–emotional learning programs provides opportunities for low-resource schools to select a targeted set of classroom strategies best suited to their needs, values, resources, and goals. This paper describes the collaborative kernel selection and implementation process we used in the context of a community–university partnership with seven Title I elementary schools across two school districts in the Southeastern USA. Partners consisted of district and school leadership, educators as implementers, local school mental health professionals as implementation champions, and university partners and an independent capacity building consultation firm as external consultants. The team used a phased approach via the Exploration, Preparation, Implementation, Sustainment framework to (1) identify kernels based on each school’s needs; (2) adapt kernels to align with existing programming and resources; (3) tailor kernels to each educator and their classroom; and (4) support ongoing implementation via multi-tiered supports. Examples of this approach, including examples of data feedback to inform decisions, are featured to promote replication in other community–university partnerships.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"1 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139969458","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}