School Mental Health最新文献_第9页

Patterns in School-Based Mental Health Visits and Psychotropic Medication Prescribing Before and During the COVID-19 Pandemic COVID-19大流行之前和期间校本精神卫生就诊和精神药物处方模式

3区心理学

School Mental Health Pub Date : 2023-10-25 DOI: 10.1007/s12310-023-09614-w

Halei Benefield, Amie Bettencourt, Melissa Lee, Carol Vidal

引用次数: 0

Measuring School Staff Confidence and Worries to Deliver Mental Health Content: An Examination of the Psychometric Properties of Two Measures in a Sample of Secondary School Staff 测量教职员的信心和忧虑传递心理健康内容:两种测量方法在中学教职员样本中的心理测量特性检验

3区心理学

School Mental Health Pub Date : 2023-10-25 DOI: 10.1007/s12310-023-09616-8

Maeve Dwan-O’Reilly, Laura Walsh, Ailbhe Booth, Caroline Heary, Eilis Hennessy

{"title":"Measuring School Staff Confidence and Worries to Deliver Mental Health Content: An Examination of the Psychometric Properties of Two Measures in a Sample of Secondary School Staff","authors":"Maeve Dwan-O’Reilly, Laura Walsh, Ailbhe Booth, Caroline Heary, Eilis Hennessy","doi":"10.1007/s12310-023-09616-8","DOIUrl":"https://doi.org/10.1007/s12310-023-09616-8","url":null,"abstract":"Abstract Secondary school staff are often tasked with delivering mental health content to students, yet there has been little research on staff confidence to do so. Given the responsibility placed on staff to support student mental health, reliable and valid measures are needed to facilitate assessment of teacher confidence in the classroom and evaluation of the impact of interventions designed to enhance teacher confidence and ultimately support the delivery of mental health interventions in schools. This study aimed to examine the psychometric properties of the Teacher Confidence Scale for Delivering Mental Health Content (TCS-MH) and the What Worries Me Scale (WWMS), both developed by Linden and Stuart (2019) and previously tested on a sample of elementary school teachers. Within this paper we examine the factor structure, reliability, and validity of these measures in a large sample ( N = 644) of secondary school staff. Exploratory factor analysis suggested that each scale had a single factor structure with all original items retained. This was further supported with confirmatory factor analysis. Examination of the reliability of both scales found that they had good internal consistency. Finally, through correlation analyses, both measures demonstrated satisfactory convergent and discriminant validity from mental health knowledge, mental health stigma, general anxiety, and teacher efficacy. Both the TCS-MH and the WWMS show great promise as measures of secondary school staff confidence to deliver mental health content.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"17 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135218779","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 Comparison of Self-Report Measures to Screen for Mental Health Concerns in Youth 筛选青少年心理健康问题的自我报告方法比较

3区心理学

School Mental Health Pub Date : 2023-10-25 DOI: 10.1007/s12310-023-09615-9

Jacob L. DeBoer, Anna C. J. Long

引用次数: 0

The Kids aren’t Alright: A Brief Positive Psychological Intervention During the COVID-19 Pandemic in a Spanish Sample of Adolescents 孩子们不好:在西班牙青少年样本中COVID-19大流行期间的简短积极心理干预

3区心理学

School Mental Health Pub Date : 2023-10-13 DOI: 10.1007/s12310-023-09613-x

Anna Muro, Clàudia Tejada-Gallardo, Júlia Illa, Montserrat Gomà-i-Freixanet, Jorge L. Méndez-Ulrich, Karin Chellew, Antoni Sanz, Ramon Cladellas

{"title":"The Kids aren’t Alright: A Brief Positive Psychological Intervention During the COVID-19 Pandemic in a Spanish Sample of Adolescents","authors":"Anna Muro, Clàudia Tejada-Gallardo, Júlia Illa, Montserrat Gomà-i-Freixanet, Jorge L. Méndez-Ulrich, Karin Chellew, Antoni Sanz, Ramon Cladellas","doi":"10.1007/s12310-023-09613-x","DOIUrl":"https://doi.org/10.1007/s12310-023-09613-x","url":null,"abstract":"Abstract Previous studies have reported that adolescents were at higher risk for mental health disorders during and after the COVID-19 pandemic due to the characteristics of their developmental period and to the impact of social and mobility restrictions on their daily routines. In response to these reports, we designed, implemented, and evaluated the impact of a brief positive psychological intervention in a high school setting to increase adolescents’ psychological well-being during the COVID-19 pandemic. A pre-post experimental study was conducted to compare the levels of anxiety, academic motivation, and performance changes in an experimental and control group. A final sample of 148 students from two Spanish high schools of the Catalan region participated in the study ( M ag e = 12.45; 48% female). Results showed that participants in the experimental group reported a reduction in anxiety and an increase in global motivation levels compared to the control group. Regression analyses also revealed that the intervention was a significant predictor of reduced anxiety, increased motivation, and fewer failed subjects, while high anxiety predicted decreased performance and reduced motivation. These findings suggest that brief positive psychological interventions implemented in high school classrooms could be a cost-effective and systemic preventive measure for increasing adolescents’ psychological well-being and strengthening their general mental health both during and after periods of pandemic restrictions.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135918828","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 Multivariate Associations Among Bullying Experiences, Executive Function, and Psychological Disturbance 霸凌经历、执行功能与心理障碍的多元关联

3区心理学

School Mental Health Pub Date : 2023-10-07 DOI: 10.1007/s12310-023-09612-y

Tomoko Kishimoto, Xiaoning Ji, Xinfang Ding

引用次数: 0

A Community-Partnered Qualitative Study on Multiple Stakeholder Perspectives: The COVID-19 Pandemic’s Perceived Impact on Black and Latinx Youth Mental Health and Community-Driven School Policy Recommendations 基于多个利益相关者视角的社区合作定性研究:COVID-19大流行对黑人和拉丁裔青年心理健康的感知影响以及社区驱动的学校政策建议

3区心理学

School Mental Health Pub Date : 2023-10-05 DOI: 10.1007/s12310-023-09611-z

Blanche Wright, Alane Celeste-Villalvir, DaiJa Moorehead, Charlie Johnson, Katherine Luna Mendoza, Melvin Bowers, Bonnie T. Zima

引用次数: 0

Longitudinal Evaluation of School Climate in Predicting Mood and Academic Functioning in Adolescence: The Role of Academic Motivation 学校氛围对青少年情绪和学业功能预测的纵向评价:学业动机的作用