School Mental Health最新文献

{"title":"A Qualitative Examination of School Principals’ Self-Perceived Role in School Mental Health Service Implementation","authors":"Heather E. Ormiston, Malena A. Nygaard, Kane Carlock","doi":"10.1007/s12310-024-09637-x","DOIUrl":"https://doi.org/10.1007/s12310-024-09637-x","url":null,"abstract":"<p>Research has consistently demonstrated the benefits of school mental health (SMH) services on the well-being of students. Administrators play an important role in the implementation and sustainability of SMH services within a school. However, school principals’ perspectives regarding their role in SMH implementation are underrepresented in research examining the implementation of SMH services. The present study utilized a semi-structured interview format to examine principals’ perceptions of their role regarding the implementation of SMH services in one Midwestern state. Four themes developed: (1) principals perceive SMH services to be beneficial due to increasing mental health needs; (2) principal involvement in SMH implementation varies; (3) critical staff promote SMH; and (4) systemic complexities exist related to SMH implementation and sustainability. Implications for practice, future research, and limitations are discussed.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"10 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139923831","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":"Assessing School Refusal: Arabic Adaptation and Psychometric Properties of the School Refusal Evaluation (SCREEN) from Adolescents in Algeria","authors":"Nedjem Eddine Boudouda, Malika Elafri, Amira Hamel, Fadila Nabti, Kamel Gana","doi":"10.1007/s12310-024-09636-y","DOIUrl":"https://doi.org/10.1007/s12310-024-09636-y","url":null,"abstract":"<p>In this article, we present an Arabic adaptation and validation of the School Refusal Evaluation (SCREEN). This measure aims to understanding the strong negative emotions and anxiety of the adolescent toward school. For this purpose, two studies (i.e., validation and cross-validation) with a student sample in middle schools (age range 12–16) using two independent community samples (<i>N</i> = 658; <i>N</i> = 485) were designed to provide evidence based on internal structure, internal consistency reliability and evidence-based on relationship with conceptually related constructs. Confirmatory factor analyses did not confirm a four-factor but a three-factor latent structure of the SCREEN. The SCREEN scores demonstrated good reliability and were significantly and positively related to Child Anxiety Related Emotional Disorders and Generalized Anxiety Disorder. In conclusion, the results of this study provide validity evidence for the SCREEN as a measure of school refusal and thus could be utilized in research and clinical settings.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"8 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139923827","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":"Coping Power-Rural: Iterative Adaptation of an Evidence-Based Preventive Intervention for Rural Upper Elementary and Middle Schools","authors":"Amanda J. Nguyen, Jacqueline Hersh, Lydia Beahm, Lora Henderson Smith, Courtney Newman, Katelyn Birchfield, Kurt Michael, Catherine P. Bradshaw","doi":"10.1007/s12310-024-09632-2","DOIUrl":"https://doi.org/10.1007/s12310-024-09632-2","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Background</h3><p>Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a two-tiered (Tier 1 and Tier 2), transdiagnostic intervention to improve fit and feasibility for rural upper elementary and middle schools.</p><h3 data-test=\"abstract-sub-heading\">Method</h3><p>Identified challenges with the Coping Power program for rural areas included program length, substantial staffing and resource requirements, lack of universal programming, low caregiver engagement, and co-occurring problems. Initial adaptations included a classroom and small group format implemented by school staff, teacher consultations integrated into coaching and co-facilitation, and a technology-supported caregiver component. Implementer feedback forms, coaching notes, and individual interviews informed the iterative development and feasibility testing process.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Between 2019 and 2023, thirteen schools across six rural districts implemented the program. Student curriculum revisions included order and relative emphasis of content, classroom and small group overlap, necessary simplification of concepts, improved contextualization to the rural setting, and the addition of student workbooks. Supports for implementers included fully developed lesson plans and slides, a comprehensive implementation manual, video lesson overviews, action-focused training, and a 3-session coaching model to support implementer preparation and sustain motivation. Teacher and caregiver infographic text “nudges” were improved to promote generalization of concepts across settings.</p><h3 data-test=\"abstract-sub-heading\">Discussion</h3><p>By partnering with school-based implementers, the adapted program holds promise to be more feasible and appealing for rural schools than the original model. This fully developed program is now ready for larger-scale testing in rural schools.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"61 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139901893","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":"Factors Shaping a Proactive Plan of Care for Student Mental Health","authors":"Malena A. Nygaard, Tyler L. Renshaw, Heather E. Ormiston, Austin Matthews","doi":"10.1007/s12310-024-09634-0","DOIUrl":"https://doi.org/10.1007/s12310-024-09634-0","url":null,"abstract":"<p>As students present to school with mental health needs, the role of schools has evolved to include the provision of school-based mental health services delivered across a continuum or multitiered system of supports. Within this framework of services, students can receive intensive mental health services at the Tier 3 level. School-based mental health systems must consider best practices in related fields to ensure schools are well equipped to handle intensive student mental health needs. This exploratory study used a national sample and employed a convergent QUAN+ qual design to explore professional perceptions that were associated with school mental health providers’ likelihood of having a proactive plan of care for students in need of mental health supports who are transitioning schools. Quantitative results suggested having sufficient Tier 3 services and sufficient resources (e.g., personnel and time) were associated with school mental health providers using a proactive plan of care. Qualitative results supported this finding and further highlighted potential barriers to school mental health providers’ buy in. Additional considerations for facilitating the use of a proactive plan of care in schools and implications for practice are provided. Limitations and future directions are discussed.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"16 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761792","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":"Inventory of School Supports-Youth Report (ISS-YR): Development and Validation with Military-Connected Students","authors":"Jake C. Steggerda, Timothy A. Cavell, Alison L. Drew, Juliann H. Nicholson, Carla Herrera, Debby Gaffney, Amy M. Smith Slep, Renée Spencer","doi":"10.1007/s12310-024-09631-3","DOIUrl":"https://doi.org/10.1007/s12310-024-09631-3","url":null,"abstract":"<p>This study describes the development of a 12-item inventory of school supports for military-connected (MC) children. Participants were 444 students (grades 3 or 5) with an active-duty military parent (48% female; 57.3% White, 10.7% Black, 6.2% Native American, 5% Asian, 3.3% Pacific Islander, 17.5% bi/multiracial; 19% Latinx). Youth completed the Inventory of School Supports-Youth Report (ISS-YR) and measures of academic efficacy, parental involvement in school, school connectedness, and whether they had a non-parental supportive adult in their life. Parents reported on parent–teacher relationship quality. Confirmatory factor analyses supported a two-factor model (functional and relational support). Results psychometrically supported the ISS-YR. Scores demonstrated adequate internal consistency reliability. Results also supported the measure’s convergent and criterion validity as evidenced by positive associations with school connectedness, academic efficacy, parental school involvement, and parent–teacher relationship quality. Youth with a supportive adult in their life at and outside of school had the highest ISS-YR scores. Implications of these findings for schools’ efforts to support MC students are discussed.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"217 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761849","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":"Exposure to Neighborhood Violence and Suicidal Thoughts and Behaviors Among Adolescents in the USA: Findings from a Population-Based Study","authors":"Philip Baiden, Catherine A. LaBrenz, Danielle R. Harrell, Bethany M. Wood, Edinam C. Gobodzo, John F. Baiden, Vera E. Mets, Aaron Hagedorn, Savarra K. Howry","doi":"10.1007/s12310-023-09627-5","DOIUrl":"https://doi.org/10.1007/s12310-023-09627-5","url":null,"abstract":"<p>Suicide has been identified as the second leading cause of death among adolescents in the USA. Although neighborhood violence has also been identified as a major public health issue, few studies have examined the association between exposure to neighborhood violence and suicidal behaviors among adolescents using a large nationally representative sample. Guided by the Interpersonal Theory of Suicide, this study examined the cross-sectional association between exposure to neighborhood violence and suicidal behaviors among adolescents. Data for this study came from the 2021 Adolescent Behaviors and Experiences Survey (<i>n</i> = 7663, 52.1% Female). The outcome variables investigated in this study were suicidal ideation and suicide attempts, and the main explanatory variable was exposure to neighborhood violence. Data were analyzed using sequential hierarchical binary logistic regression. Of the 7663 adolescents examined, 20.1% experienced suicidal ideation and 8.9% attempted suicide at least once during the past 12 months. About 21% of the adolescents reported being exposed to neighborhood violence. Controlling for other factors, we found that exposure to neighborhood violence was associated with 1.38 times higher odds of making suicide attempts (AOR = 1.38, <i>p</i> = .029, 95% CI 1.04–1.84). The findings of this study could inform clinicians, practitioners, and school counselors on how to identify adolescents who may be particularly at risk of suicide attempts and focus efforts on prevention.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"5 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139762047","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":"Core Symptoms of Teachers' Compassion Fatigue and Their Characteristics at Different Career Stages","authors":"Weilong Xiao, Binghai Sun, Xiajun Yu, Danni Xue, Hui Zhou","doi":"10.1007/s12310-024-09633-1","DOIUrl":"https://doi.org/10.1007/s12310-024-09633-1","url":null,"abstract":"<p>Compassion fatigue (CF) is increasingly prevalent among educators, affecting teachers across their career stages. CF tends to emerge early but can persist and intensify. While CF symptoms in teachers have been studied, there is a limited understanding of these symptoms across career stages. To address this knowledge gap, network analysis was employed to identify the core symptoms of CF and the connections between them. A national sample of 3816 teachers completed the Chinese version of the Professional Quality of Life Scale. Core CF symptoms were found to vary by career stage. The early stage centered on feeling “bogged down.” CF in the middle stage was typified by a feeling of being “trapped in the job.” In the mature stage, the symptoms included feeling “on edge” and “depressed due to teaching trauma.” In the late stage, the central symptom was “tiredness and exhaustion.” The findings revealed notable CF differences in teachers’ career stages. Structural variations, symptom connections, and node strengths offer insights for customized interventions. This study enhances our understanding of changes in CF throughout teachers’ careers, which is vital for addressing this issue in education.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"122 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761797","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":"Investigating the Effects of Motivational Interviewing Compared to Action Planning in Support of the Emotional and Academic Success of Ninth Grade Students in Advanced Placement Classes","authors":"","doi":"10.1007/s12310-023-09630-w","DOIUrl":"https://doi.org/10.1007/s12310-023-09630-w","url":null,"abstract":"<h3>Abstract</h3> <p>High school students in accelerated curricula tend to report higher level of perceived stress compared to general education students, but often receive limited school support (Conger et al., <span>2021</span>). This study explored student experiences of a targeted intervention using Motivational Interviewing (Motivation, Assessment, and Planning; MAP) compared to an Action Planning (AP) intervention through a randomized, within-subject design. Twenty ninth grade students enrolled in one advanced placement class who exhibited emotional and/or academic risks mid-year were assigned to initially receive either MAP or AP, and the other intervention second. Data collection occurred immediately after and approximately one month following each meeting. Wilcoxon Signed-Rank test showed statistically significant increase in student-reported importance to change (<em>S</em> = 35.5, <em>N</em> = 20, <em>p</em> = 0.04) after MAP compared to AP, but with questionable clinical significance of small differences. Although there is a significant statistical difference in interventionist-reported therapeutic alliance (<em>S</em> = 95, <em>N</em> = 20, <em>p</em> &lt; 0.001) favoring MAP, students reported similar increase in therapeutic alliance (<em>S</em> = −18.5, <em>N</em> = 20, <em>p</em> = 0.03) after both conditions. Students also reported similar increase in confidence to change (<em>S</em> = 1, <em>N</em> = 20, <em>p</em> = 0.99) and progress toward goals (<em>S</em> = −18, <em>N</em> = 20, <em>p</em> = 0.04) after experiencing both interventions. Findings from this study suggest that both MAP and AP have the potential to improve students’ perceived importance and confidence to change, therapeutic alliance, and goal attainment. Qualitative analyses of written and verbal data provided support for high acceptability of both MAP and AP. The current study sheds light on the impact and acceptability of two targeted interventions appropriate for high school students in advanced placement classes.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"87 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139510056","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":"Adolescent School Belonging and Mental Health Outcomes in Young Adulthood: Findings from a Multi-wave Prospective Cohort Study","authors":"Kelly-Ann Allen, Christopher J. Greenwood, Emily Berger, Lefteris Patlamazoglou, Andrea Reupert, Gerald Wurf, Fiona May, Meredith O’Connor, Ann Sanson, Craig A. Olsson, Primrose Letcher","doi":"10.1007/s12310-023-09626-6","DOIUrl":"https://doi.org/10.1007/s12310-023-09626-6","url":null,"abstract":"<p>School belonging, sometimes referred to as school belonging or school connectedness, involves dimensions like positive affect towards school, relationships with teachers, and feeling socially valued. Previous research points to immediate benefits for students’ mental health and wellbeing; however, evidence on the potential long-term benefits of school belonging for mental health—once young people leave the school setting—is limited. This study used data on 1568 adults from the Australian Temperament Project (ATP), a 16-wave longitudinal study which has tracked participants since infancy. The short form of the Australian Council for Educational Research (ACER) School Life Questionnaire was used to assess secondary school belonging at age 15–16 years whilst young adult mental health symptoms were evaluated using the Depression, Anxiety and Stress Scales (DASS-21) at 19–20, 23–24, and 27–28 years. Generalised Estimating Equation models were used to examine the link between secondary school belonging and mental health symptoms in young adulthood. Results showed that higher levels of all aspects of school belonging were associated with lower mental health symptoms across young adulthood (<i>β</i> range − 0.05 to − 0.20). Associations were similar by gender. These findings underscore the importance of adolescent school belonging and in particular school status in reference to feeling socially valued, as a long-term protective factor that can mitigate against later depression, anxiety, and stress.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"45 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139477083","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":"Facilitators and Barriers of Implementation of Evidence-Based Parenting Support in Educational Settings","authors":"","doi":"10.1007/s12310-023-09629-3","DOIUrl":"https://doi.org/10.1007/s12310-023-09629-3","url":null,"abstract":"<h3>Abstract</h3> <p>Improving child behavior and promoting family well-being is a key objective of evidence-based parenting programs, such as the Triple P–Positive Parenting Program. To achieve this goal, parenting programs are delivered using a multidisciplinary workforce. Previous researchers have collectively examined the entire workforce of parenting practitioners to determine the factors that influence program delivery, primarily using self-report measures. However, these findings did not highlight the unique factors relevant to specific practitioner disciplines. Educators are one practitioner discipline that play an integral role in delivering parenting programs through schools and early childhood learning settings. This study aimed at exploring the facilitators and barriers that impact frequency of program use for educator practitioners using both qualitative and quantitative analyses. Data from 404 Triple P educator practitioners were extracted from a larger dataset of 1202 practitioners from English-speaking countries who completed self-report questionnaires and responded to three open-ended questions. Hierarchical multiple regressions were conducted using eight independent variables (with participant characteristics as control variables), revealing seven positive and one negative predictor for frequency of use. A thematic analysis was then conducted on the qualitative responses, producing 11 themes and 28 subthemes. The quantitative analysis revealed organisational support, perceived usefulness, and practitioner self-regulation were the most important positive predictors. The qualitative analysis supported these findings and revealed novel barriers including Covid-19/work from home, online delivery, parent factors, and specific organisational factors. These findings highlight the need for online resources, reliable virtual delivery methods, improved ways to reach and engage families, and additional trained education practitioners to distribute high workloads.</p>","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"8 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139460794","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}