School Mental Health最新文献_第8页

Mental Health Help-Seeking Patterns Among Early Adolescents Across Indicators of Adversity 不同逆境指标下青少年的心理健康求助模式

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-01-11 DOI: 10.1007/s12310-023-09628-4

Melissa J. DuPont-Reyes, Jared Datzman, Alice P. Villatoro, Jo C. Phelan, Bruce G. Link

{"title":"Mental Health Help-Seeking Patterns Among Early Adolescents Across Indicators of Adversity","authors":"Melissa J. DuPont-Reyes, Jared Datzman, Alice P. Villatoro, Jo C. Phelan, Bruce G. Link","doi":"10.1007/s12310-023-09628-4","DOIUrl":"https://doi.org/10.1007/s12310-023-09628-4","url":null,"abstract":"To help guide school mental health policy and practice, we evaluated patterns of mental health help-seeking across lifetime adversity among sixth-grade adolescents. An ethnically/socioeconomically diverse sample of sixth-graders (N = 751) self-completed assessments of help-seeking and indicators of lifetime adversities: violence victimization, poverty, parent loss/divorce, mental illness/substance abuse at home, and stressors related to social identity. Logistic regression models adjusting for family/personal factors examined adversity factors on help-seeking outcomes overall and across subgroups with mental health perceived problems and high-symptoms. Overall, odds increased between perceived problem and formal service use, poverty and formal service/school counselor use, and high-symptoms/victimization and talking to a friend (p < 0.05). Among those with perceived problems, odds increased between mental illness/substance abuse at home and formal service use, victimization and talking to a friend, and poverty and school counselor use (p < 0.05). Among those with no mental health problems, odds increased between victimization and formal service/school counselor use, and poverty and formal service use (p < 0.05). No significant patterns were observed in the high-symptom subgroup. Understanding how adversity shapes help-seeking can help guide school mental health policies and practices. Study findings point to areas for expansion of supports for students with adversity to create a mental health safety net and help mitigate future risk.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"6 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139460800","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’ Emotion Regulation Strategies and Related Teacher and Classroom Factors 了解教师的情绪调节策略以及相关的教师和课堂因素

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-01-02 DOI: 10.1007/s12310-023-09624-8

Nicole B. Doyle, Jason T. Downer, Sara E. Rimm-Kaufman

{"title":"Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors","authors":"Nicole B. Doyle, Jason T. Downer, Sara E. Rimm-Kaufman","doi":"10.1007/s12310-023-09624-8","DOIUrl":"https://doi.org/10.1007/s12310-023-09624-8","url":null,"abstract":"Today’s teachers face intense stress (Robinson et al. in School Mental Health 15(1):78–89, 2023), which means they often need to regulate strong emotions, like frustration and anxiety, in the classroom. Given the importance of this skill for classroom life, it is essential that we gain a more nuanced understanding of teachers’ emotion regulation (ER). The teacher ER literature is growing, and we aim to contribute meaningfully in three ways. First, we examine two general ER strategies (cognitive reappraisal and expressive suppression) descriptively in a sample of 190 public school teachers (grades K-6) from 33 elementary schools. Second, we explore whether these two ER strategies are correlated with important teacher (burnout, years of experience) and classroom (class size) factors. Third, we examine whether these ER strategies are linked to observed emotionally supportive classroom interactions. Teachers in this sample reported frequent use of cognitive reappraisal and relatively infrequent use of expressive suppression in general. These two ER strategies were not significantly correlated with one another. Teachers reporting greater use of cognitive reappraisal reported less burnout, while teachers reporting greater use of expressive suppression reported more burnout. Teachers with more years of experience also reported greater use of cognitive reappraisal. Contrary to our hypotheses, cognitive reappraisal and expressive suppression were not related to class size and did not predict unique variance in observed emotionally supportive interactions. Implications for teacher supports and interventions are discussed.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"21 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139084077","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

Associations of Adolescent Mental Health First Aid Intentions and Help-Giving Behaviours: A School-Based Longitudinal Study 青少年心理健康急救意向与给予帮助行为的关联：校本纵向研究

IF 2.6 3区心理学

School Mental Health Pub Date : 2023-12-20 DOI: 10.1007/s12310-023-09625-7

Shurong Lu, Laura M. Hart, Anthony F. Jorm, Karen Gregg, Amy J. Morgan

{"title":"Associations of Adolescent Mental Health First Aid Intentions and Help-Giving Behaviours: A School-Based Longitudinal Study","authors":"Shurong Lu, Laura M. Hart, Anthony F. Jorm, Karen Gregg, Amy J. Morgan","doi":"10.1007/s12310-023-09625-7","DOIUrl":"https://doi.org/10.1007/s12310-023-09625-7","url":null,"abstract":"It is unclear how well intentions to support an adolescent peer with a mental health problem or in crisis translate into actual help-giving behaviours. Using data from a longitudinal study, this analysis aimed to investigate the associations between mental health first aid intentions and supportive behaviours among adolescents. A sample of 2749 Australian adolescents were included in the baseline analyses of 12 intention items and other covariates. At 12- and 18-month follow-up, 733 and 520 students reported valid data on their help-giving behaviours. Linear and logistic regression models were employed to examine the associations. High-to-moderate concordance was observed between baseline first aid intentions and the corresponding helping behaviours during follow-up assessments, with exceptions in items related to seeking help from adults/professionals or suicide. The overall quality of first aid intentions at baseline was significantly associated with that of helping behaviours at 12-month follow-up, after adjusting for potential confounders. Eleven of the 12 measured intentions prospectively predicted corresponding actions at 12 months, and in seven of them such predictive effect remained significant up to 18 months after training delivery. These findings suggest that adolescents’ first aid intentions can predict their helping behaviours, thus supporting the notion that training programmes that improve adolescents’ first aid intentions have the potential to translate into actual actions. Future research is warranted to narrow the gap between certain intentions and behaviours, particularly those related to seeking help from adults/professionals and suicide.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"79 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138819025","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

School-Based Screening of Social Determinants of Health: A Scoping Review 校本健康社会决定因素筛查：范围审查

IF 2.6 3区心理学

School Mental Health Pub Date : 2023-12-12 DOI: 10.1007/s12310-023-09622-w

Jessica B. Koslouski, Sandra M. Chafouleas, Amy M. Briesch, Jacqueline M. Caemmerer, Hannah Y. Perry, Julia Oas, Scarlett S. Xiong, Natalie R. Charamut

{"title":"School-Based Screening of Social Determinants of Health: A Scoping Review","authors":"Jessica B. Koslouski, Sandra M. Chafouleas, Amy M. Briesch, Jacqueline M. Caemmerer, Hannah Y. Perry, Julia Oas, Scarlett S. Xiong, Natalie R. Charamut","doi":"10.1007/s12310-023-09622-w","DOIUrl":"https://doi.org/10.1007/s12310-023-09622-w","url":null,"abstract":"School-based screening instruments have traditionally focused on assessing within-child factors, such as a student’s academic, social, emotional, behavioral, or physical development. This emphasis in school-based screening may be a missed opportunity to assess and ameliorate contextual factors (i.e., social determinants of health) influencing child development. In this scoping review, we aim to describe the current landscape of screening for social determinants of health (SDOH) in school settings. Following established practices for scoping reviews, we searched PsycInfo, ERIC, and CINAHL Plus in December 2022 for articles describing the development or use of an SDOH measure in a school setting. From each eligible article, two coders independently extracted (1) study characteristics, (2) measure characteristics, (3) available psychometric or usability information, and (4) reported outcomes of measure implementation. Descriptive and content analyses were used to examine data. We identified six articles describing the development or use of SDOH measures in elementary, high school, or university settings. These articles yielded six unique SDOH measures, intended for either adolescent or young adult self-report, caregiver proxy-report, or both. Measures included 6–25 SDOH items, with additional items assessing demographics, health behaviors, or mental health (e.g., depression). Reported outcomes included increased referrals to services and implementation of school-based supports to reduce social risk (e.g., school food pantry). We discuss next steps for research evaluating the feasibility and social consequences of school-based SDOH screening.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"12 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138627750","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 Core Curricular Content of School-Based Mindfulness Programs 校本正念计划的核心课程内容

IF 2.6 3区心理学

School Mental Health Pub Date : 2023-12-11 DOI: 10.1007/s12310-023-09623-9

Deborah L. Schussler, Sebrina L. Doyle Fosco, Kimberly Kohler

{"title":"The Core Curricular Content of School-Based Mindfulness Programs","authors":"Deborah L. Schussler, Sebrina L. Doyle Fosco, Kimberly Kohler","doi":"10.1007/s12310-023-09623-9","DOIUrl":"https://doi.org/10.1007/s12310-023-09623-9","url":null,"abstract":"Meta-analyses and reviews have explored school-based mindfulness program (SBMP) outcomes, but the contents of the written curricula remain unexamined. The purpose of this study was to identify and categorize the mindfulness practices and skills as evidenced in the written curricula of twelve accessible SBMPs. Three coders divided each curriculum into curricular elements (CEs) and coded each element for instructional mode and, where applicable, mindfulness practice and skill. Descriptive analyses were conducted on codes to ascertain the frequency of mindful skills and practices across all SBMPs and differences between elementary and secondary school curricula. Of the 2643 CEs identified across curricula, 50.1% were coded as a mindfulness practice. Twenty distinct mindfulness practices were coded within six practice-type categories. The Somatic category included the most distinct practices and represented the majority (67.6%) of mindfulness practices taught. Over 73% of CEs were coded as fostering a mindfulness skill. Intrapersonal skills were most often cultivated across SBMPs with focused attention being most prevalent. Results suggest there may be a reliance on more straightforward practices and skills that do not require the teachers’ or students’ grasp of the complex nuances of mindfulness. Developmental differences show more prevalence of interpersonal skills for elementary students than secondary. This analysis of core curricular content of SBMPs provides foundational knowledge necessary for refining research at all stages of the NIH Stage model, from theory generation and refinement based on children’s developmental needs to identification of active ingredients most likely to impact intervention outcomes.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"23 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138574202","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

Youth Mental Health Crisis Response: A Multiple Methods Study to Map Resources and Identify Facilitators and Barriers to Service Access 青少年心理健康危机反应:绘制资源和确定服务获取的促进因素和障碍的多种方法研究

IF 2.6 3区心理学

School Mental Health Pub Date : 2023-12-04 DOI: 10.1007/s12310-023-09621-x

Astraea Augsberger, Margaret Carroll, Riana C. Howard, Gloria Ng, Thomas Maldonado-Reis, Andria Amador, Melissa S. Morabito, Jennifer Greif Green

{"title":"Youth Mental Health Crisis Response: A Multiple Methods Study to Map Resources and Identify Facilitators and Barriers to Service Access","authors":"Astraea Augsberger, Margaret Carroll, Riana C. Howard, Gloria Ng, Thomas Maldonado-Reis, Andria Amador, Melissa S. Morabito, Jennifer Greif Green","doi":"10.1007/s12310-023-09621-x","DOIUrl":"https://doi.org/10.1007/s12310-023-09621-x","url":null,"abstract":"Youth mental health crises in the USA increased dramatically during the COVID-19 pandemic. Schools are uniquely positioned to address the growing mental health needs of youth by connecting them with mental health services; however, they are often under-resourced to provide these services. This study used community resource mapping to identify the existence, distribution, and types of youth mental health crisis services available in the Boston area. Semi-structured interviews with school and community providers were conducted to examine the facilitators and barriers to youth mental health crisis service access. Findings show that while 23 programs were identified in Boston, there were gaps in terms of service availability by neighborhood, language accessibility, and type of crisis services provided. Thematic analysis of the qualitative interviews identified attitudinal and structural barriers to service utilization, including family stigma related to mental health diagnosis and services, resource accessibility and COVID-19 impacts, and the need for additional training and support for families and school-based staff. Findings demonstrate the need for cross-discipline school and community collaboration and culturally responsive mental health education and promotion.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"174 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533160","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 Pilot Study Exploring the Feasibility and Acceptability of Digitally Mediated Team Communication in Primary Schools 小学数字媒介团队沟通的可行性和可接受性的试点研究

IF 2.6 3区心理学

School Mental Health Pub Date : 2023-11-23 DOI: 10.1007/s12310-023-09619-5

Lauren Stephanie Jones, Ailsa Russell, Mark Brosnan

{"title":"A Pilot Study Exploring the Feasibility and Acceptability of Digitally Mediated Team Communication in Primary Schools","authors":"Lauren Stephanie Jones, Ailsa Russell, Mark Brosnan","doi":"10.1007/s12310-023-09619-5","DOIUrl":"https://doi.org/10.1007/s12310-023-09619-5","url":null,"abstract":"With high demand on specialist child mental health services internationally, there is significant interest in prevention and early intervention, as well as innovative and efficient approaches for increasing access to high-quality care. Digital communication technologies can improve communication between different professionals and agencies involved in young people’s lives, which is especially important in rural locations and became more necessary during the COVID-19 pandemic. This study examined the perceived value, feasibility, and acceptability of digitally mediated team communication for responding to emerging social, emotional, and mental health support needs in primary school settings in a rural county in the UK. A pre-/post-study design was used as a process evaluation of digitally mediated team communication and pilot test of feasibility and perceived value. Fifteen individual children (aged 4–9 years) were referred to a digitally mediated multidisciplinary team (with representation from relevant children’s services) where formulation was used to develop specialised action plans implemented by education staff and parents/carers. Findings suggest that digitally mediated team communication was highly valued for enhancing practice in supporting individual children by education staff and for making progress towards personalised goals by both education staff and parents/carers. Analysis further suggests that digitally mediated team communication was feasible and acceptable to education staff and parents/carers. A digitally mediated model for an early and multidisciplinary team response holds promise for empowering education staff as an extended mental health workforce, with a need for future research with larger samples to investigate service efficiency and outcomes of this health service delivery model.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"20 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533162","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

Moderating Role of Individual and Familial Characteristics in the Improvement of Organizational Skills Following ADHD Youths’ Participation in the TRANSITION Project 个体和家庭特征对ADHD青少年参与过渡项目后组织技能改善的调节作用

IF 2.6 3区心理学

School Mental Health Pub Date : 2023-11-15 DOI: 10.1007/s12310-023-09618-6

Julie Girard-Lapointe, Sylvie Normandeau, Lily Hechtman

{"title":"Moderating Role of Individual and Familial Characteristics in the Improvement of Organizational Skills Following ADHD Youths’ Participation in the TRANSITION Project","authors":"Julie Girard-Lapointe, Sylvie Normandeau, Lily Hechtman","doi":"10.1007/s12310-023-09618-6","DOIUrl":"https://doi.org/10.1007/s12310-023-09618-6","url":null,"abstract":"This study aims to examine the moderating role of individual (sex, symptom severity, and comorbid disorders) and familial (parental stress and parental depressive symptoms) factors on the improvement of organization, time management, and planning (OTMP) skills of youths with attention-deficit hyperactivity disorder (ADHD) following participation of families in a multimodal intervention targeting academic organizational skills. ADHD youths (M = 12.04 years, SD = 0.44; first language: 85.7% French, 11.4% English) under optimized psychostimulant treatment and their parents were randomly assigned to either an intervention group (n = 32; 21 boys and 11 girls) or a control group (n = 38; 28 boys and 10 girls). A two-dimensional questionnaire was used to measure improvement of OTMP skills: Time Management and Planning and Memorization and Material Management (MMM). Severity of inattention symptoms (p < .01) moderates MMM skills’ improvement. The intervention was more efficacious in improving MMM skills of youths with more severe inattention symptoms under optimized psychostimulant treatment. No other moderating factors were observed. The intervention was effective in supporting ADHD youths improve their OTMP skills. The intervention appears to buffer the negative impact of inattention symptoms severity on MMM skills improvement.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"186 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533161","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

Testing a Dual Continuum Model of Belonging and Loneliness in Schools: Predicting Social–Emotional Health Among Korean Children 学校归属感和孤独感的双重连续体模型测试:预测韩国儿童的社会情绪健康

3区心理学

School Mental Health Pub Date : 2023-10-28 DOI: 10.1007/s12310-023-09617-7

Eui Kyung Kim, Danbi Choe

引用次数: 0

A Latent Class Analysis of Mental Health Symptoms in Primary School Children: Exploring Associations with School Attendance Problems 小学生心理健康症状的潜类分析:探讨与出勤问题的关系

3区心理学

School Mental Health Pub Date : 2023-10-26 DOI: 10.1007/s12310-023-09610-0

Jane Sharpe, Brendan Bunting, Caroline Heary

引用次数: 0