Contemporary school psychology最新文献

{"title":"Improving the Model of Family-School Interaction with the Help of Digital Education.","authors":"Jamileh Alamolhoda","doi":"10.1007/s40688-021-00381-6","DOIUrl":"https://doi.org/10.1007/s40688-021-00381-6","url":null,"abstract":"<p><p>The study of the consequences of school education has proved the need for reinforcement family interventions in school education and also the need to improve the model of family-school interaction (FSI). The family and the school are two complementary educational institutions. But the emergence of digital technologies and especially the critical situation caused by the outbreak of coronavirus (COVID-19) has paved the way for their further interaction. However, both the family and the school have faced serious changes in their educational tasks and functions, and have raised questions about the possibility of upgrading the FSI and possible changes in curriculum. The present study is qualitative and the data collection tool is in-depth interview. Participators in the study are 24 teachers and parents of 6-11-year-old male and female learners who are involved in virtual education. Findings showed that virtual education in social, educational, cost-related, skill-related, emotional, and communication settings has a great impact and has created opportunities and challenges. This study also showed that in promoting family-school interaction, educational opportunities were the most significant and cost-related challenges were more than others. In addition, in order to promote family-school interaction, policies and strategies need to be identified that help in the equitable distribution of learning activities between parents and teachers and improve the model of family-school interaction according to the limited capacities of digital technologies.</p>","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"27 2","pages":"251-261"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40688-021-00381-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9498598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of a Universal Mental Health Intervention on Youth with Elevated Negative Affectivity: Building Resilience for Healthy Kids.","authors":"Claire Sabin,&nbsp;Anne E Bowen,&nbsp;Erin Heberlein,&nbsp;Emily Pyle,&nbsp;Lauren Lund,&nbsp;Christina R Studts,&nbsp;Lauren B Shomaker,&nbsp;Stacey L Simon,&nbsp;Jill L Kaar","doi":"10.1007/s40688-021-00388-z","DOIUrl":"https://doi.org/10.1007/s40688-021-00388-z","url":null,"abstract":"<p><strong>Objective: </strong>In response to the rise in mental health needs among youth, a school-based resilience intervention was implemented for sixth graders at an urban middle school. The goal of this analysis is to examine improvements in key mental health parameters among students who endorsed negative affectivity at baseline.</p><p><strong>Method: </strong>A total of 285 11-12-year-olds (72% white, 18% Hispanic, 55% female) participated in a single-arm, non-randomized 6-week 1:1 school-based coaching intervention, Healthy Kids. Youth completed validated surveys at baseline and 6-week follow-up assessing depression/anxiety symptoms, bullying, self-efficacy, academic pressure, grit, and resilience. Participants were determined to have elevated negative affectivity if they reported mild-to-severe symptoms for both depression and anxiety symptoms. General linear models examined differences between groups for each mental health parameter, as well as change in outcomes from baseline to follow-up.</p><p><strong>Results: </strong>A third of participants (38%) at baseline endorsed negative affectivity. Youth who endorsed negative affectivity were more often female (71% vs 29%; <i>p</i> < 0.001) and identified as victims of cyberbullying (25% vs 8%; <i>p</i> < 0.001). Youth with baseline negative affectivity scored lower for self-efficacy (total 70.5 vs 86.8; <i>p</i> < 0.0001). Baseline negative affectivity was a significant moderator for change in mental health parameters. Post-intervention, those who endorsed baseline negative affectivity, medium effect sizes were observed for self-efficacy (<i>g</i> = 0.6; 95%CI 0.3, 0.9; <i>p</i> < 0.001) and anxiety symptoms (<i>g</i> =  - 0.70; 95%CI - 1.0, - 0.4; <i>p</i> < 0.001). Among all youth, there were significant medium intervention effects in resilience (<i>g</i> = 0.5; 95%CI 0.3, 0.7; <i>p</i> < 0.001) and self-efficacy (<i>g</i> = 0.7; 95%CI 0.4, 0.9; <i>p</i> < 0.001).</p><p><strong>Conclusions: </strong>A universal resiliency program may improve self-efficacy and symptoms of anxiety among youth experiencing negative affectivity, while improving resilience and self-efficacy among all youth. Our findings suggest a universal school-based coaching program benefits all youth, while also specifically targeting the needs of youth with negative affectivity who are most at risk for mental health concerns.</p>","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"27 1","pages":"53-60"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s40688-021-00388-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10806379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mindfulness Initiatives for Students, Teachers, and Parents: a Review of Literature and Implications for Practice During COVID-19 and Beyond.","authors":"Adrienne Garro,&nbsp;Mikela Janal,&nbsp;Kelly Kondroski,&nbsp;Giuliana Stillo,&nbsp;Vanessa Vega","doi":"10.1007/s40688-022-00446-0","DOIUrl":"https://doi.org/10.1007/s40688-022-00446-0","url":null,"abstract":"<p><p>The use of mindfulness in schools has greatly expanded over the past 10 years. Research has demonstrated positive psychological effects of mindfulness for students as well as teachers (Emerson et al., Mindfulness 8:1136-1149, 2017; Semple et al., Psychology in the Schools 54:29-52, 2017). Similarly, studies focusing on mindfulness interventions for parents of children with disabilities and/or psychosocial difficulties have also yielded a variety of positive outcomes, including reduced parenting stress, increases in quality of life, and improved parent-child interactions (Bögels et al., 2016; Rayan and Ahmad, Research in Developmental Disabilities 55:185-196, 2016). Although there has been a proliferation of mindfulness research, and mindfulness has become a buzzword in popular culture, it has not been systematically examined or applied as an approach to improving psychosocial functioning in children, school personnel, and families during COVID-19 and in online settings. This article provides a preliminary framework for this examination by reviewing relevant research and providing practical strategies and resources for school psychologists.</p>","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"27 1","pages":"152-169"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9885932/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10812887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conducting a Targeted SLD Assessment Using the Core-selective Evaluation Process (C-SEP): Implications for Assessing English Learners","authors":"T. Stephens, Pedro Olvera, E. Schultz","doi":"10.1007/s40688-022-00443-3","DOIUrl":"https://doi.org/10.1007/s40688-022-00443-3","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47418115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mindfulness in the Sport Academy Classroom: Exploring Benefits and Barriers of a Low-Dose Intervention","authors":"A. Augustus, S. Zizzi","doi":"10.1007/s40688-022-00444-2","DOIUrl":"https://doi.org/10.1007/s40688-022-00444-2","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"27 1","pages":"214 - 223"},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47248812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Related to School Psychologists’ Confidence in Implementation of Behavior Intervention Plans","authors":"Miranda Cormaci, Adam D. Weaver, J. Santo","doi":"10.1007/s40688-022-00442-4","DOIUrl":"https://doi.org/10.1007/s40688-022-00442-4","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41872672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Defensive Driving: CAR:POOL as a Model for Proactive Postsecondary Planning and Connection","authors":"J. Talley, D. Talapatra, G. Miller, Peter Organisciak","doi":"10.1007/s40688-022-00438-0","DOIUrl":"https://doi.org/10.1007/s40688-022-00438-0","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47693840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TOOLBOX Effects on K-2 Student Growth in Social-Emotional Competence: Evidence from a Quasi-Experimental Study","authors":"Valerie B. Shapiro, Juyeon Lee, B. E. Kim","doi":"10.1007/s40688-022-00441-5","DOIUrl":"https://doi.org/10.1007/s40688-022-00441-5","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":"27 1","pages":"198 - 213"},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47294765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Qualitative Examination of Compassion Fatigue in School Psychologists Following Crisis Intervention Work","authors":"Daniel J. Rozmiarek, Franci Crepeau-Hobson","doi":"10.1007/s40688-022-00440-6","DOIUrl":"https://doi.org/10.1007/s40688-022-00440-6","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47294874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Financial Conflicts of Interest in School Psychology: A Continuing Problem","authors":"A Alexander Beaujean, Ryan J. McGill, Stefan C. Dombrowski","doi":"10.1007/s40688-022-00435-3","DOIUrl":"https://doi.org/10.1007/s40688-022-00435-3","url":null,"abstract":"","PeriodicalId":72700,"journal":{"name":"Contemporary school psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42464999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}