School psychology (Washington, D.C.)最新文献

The interplay of stress, burnout, and mindful self-care in school psychologists.

School psychology (Washington, D.C.) Pub Date : 2025-04-07 DOI: 10.1037/spq0000692

Nikita M Pike, Randy G Floyd, Caitlin M Porter

{"title":"The interplay of stress, burnout, and mindful self-care in school psychologists.","authors":"Nikita M Pike, Randy G Floyd, Caitlin M Porter","doi":"10.1037/spq0000692","DOIUrl":"https://doi.org/10.1037/spq0000692","url":null,"abstract":"School psychologists take on many tasks and responsibilities in their practice, whether that be in schools, clinics, or private practices. In this role, they risk experiencing ongoing stress that can result in burnout. Although previous literature on this topic has mentioned methods of coping with stress and preventing burnout, there has been little research on the impact of mindful self-care methods on levels of stress and burnout in school psychologists. Using data from a sample of 350 practicing school psychologists, this research examined the interplay of mindful self-care with stress and general and specific features of burnout in school psychologists. School psychologists reported moderate to high levels of stress, general burnout, and emotional exhaustion. They reported engaging in mindful self-care activities 2-3 days per week, on average. Moderation analysis revealed that the interaction of mindful self-care and stress was not a statistically significant predictor of general burnout; however, it was a statistically significant predictor of emotional exhaustion. The interaction terms represented small to medium effect sizes, respectively. Mindful self-care appeared to strengthen the relationship between stress and emotional exhaustion. These findings indicate that, despite experiencing notable work-related stress, school psychologists do not appear to be reaping the potential benefits of mindful self-care in terms of decreased feelings of emotional exhaustion at high levels of stress. Because mindful self-care is not a comprehensive solution to burnout among school psychologists, systemic changes should be made to their work environments and their expectations to address the stress and burnout they experience. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805040","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}

引用次数: 0

Improving written-expression curriculum-based measurement feasibility with automated writing evaluation programs.

School psychology (Washington, D.C.) Pub Date : 2025-03-20 DOI: 10.1037/spq0000691

Michael Matta, Milena A Keller-Margulis, Sterett H Mercer

{"title":"Improving written-expression curriculum-based measurement feasibility with automated writing evaluation programs.","authors":"Michael Matta, Milena A Keller-Margulis, Sterett H Mercer","doi":"10.1037/spq0000691","DOIUrl":"https://doi.org/10.1037/spq0000691","url":null,"abstract":"Automated writing evaluation programs have emerged as alternative, feasible approaches for scoring student writing. This study evaluated accuracy, predictive validity, diagnostic accuracy, and bias of automated scores of Written-Expression Curriculum-Based Measurement (WE-CBM). A sample of 722 students in Grades 2-5 completed 3-min WE-CBM tasks during one school year. A subset of students also completed the state-mandated writing test the same year or 1 year later. Writing samples were hand-scored for four WE-CBM metrics. A computer-based approach generated automated scores for the same four metrics. Findings indicate simpler automated metrics such as total words written and words spelled correctly, closely matched hand-calculated scores, while small differences were observed for more complex metrics including correct word sequences and correct minus incorrect word sequences. Automated scores for simpler WE-CBM metrics also predicted performance on the state test similarly to hand-calculated scores. Finally, we failed to identify evidence of bias between African American and Hispanic students associated with automated scores. Implications of using automated scores for educational decision making are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671915","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}

引用次数: 0

Therapeutic processes in a school-based intervention for high school students with attention-deficit/hyperactivity disorder.

School psychology (Washington, D.C.) Pub Date : 2025-03-03 DOI: 10.1037/spq0000690

Sean T Morse, George J DuPaul, Steven W Evans

{"title":"Therapeutic processes in a school-based intervention for high school students with attention-deficit/hyperactivity disorder.","authors":"Sean T Morse, George J DuPaul, Steven W Evans","doi":"10.1037/spq0000690","DOIUrl":"https://doi.org/10.1037/spq0000690","url":null,"abstract":"Therapeutic processes are important in potentially facilitating psychosocial treatment outcomes. Our aim in this study was to evaluate clinician skills and behaviors (i.e., clinician adherence, clinician competence) and relational factors (i.e., working alliance, adolescent treatment engagement) as predictors of academic and organizational skill outcomes in a school-based, multicomponent skills training intervention for 84 high school students (83.3% male, Mage = 15.0, SD = 0.8) with attention-deficit/hyperactivity disorder. Clinician adherence and competence as well as working alliance, after controlling for baseline functioning and other therapeutic processes, did not account for a significant amount of variance for any treatment outcome. Alternatively, adolescent engagement emerged as a predictor of parent ratings of organizational skills and homework performance at posttreatment. These findings highlight treatment engagement as a key component in the mechanisms of effects in skills training interventions for adolescents with attention-deficit/hyperactivity disorder and important areas for assessment (e.g., measurement of engagement) and implementation support (e.g., training in engagement enhancement strategies) in school-based mental health practice at the secondary level. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544798","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}

引用次数: 0

Development of the Cultural Adaptations Content Checklist: Measuring cultural adaptations to evidence-based psychological interventions for racial and ethnic minoritized youth. 开发文化适应内容核对表：针对少数种族和少数族裔青少年的循证心理干预措施的文化适应性测量。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000651

Prerna G Arora, Kayla Parr, Kayla Staubi, Aaron Soo Ping Chow, Veronica Coriano, Courtney N Baker

{"title":"Development of the Cultural Adaptations Content Checklist: Measuring cultural adaptations to evidence-based psychological interventions for racial and ethnic minoritized youth.","authors":"Prerna G Arora, Kayla Parr, Kayla Staubi, Aaron Soo Ping Chow, Veronica Coriano, Courtney N Baker","doi":"10.1037/spq0000651","DOIUrl":"10.1037/spq0000651","url":null,"abstract":"Disparities in mental health need and service use among racial and ethnic minoritized (REM) youth remain a pervasive public health concern in the United States. Cultural adaptations (CAs) have been put forth as a way to increase the cultural and contextual relevance of evidence-based psychological interventions (EBIs) to improve treatment outcomes among REM youth. Currently, no measure of CAs to EBIs for REM youth in the United States exists in the literature. Using a multistage method, this study sought to develop such a tool, the Cultural Adaptations Content Checklist (CACC). In a previous foundational study conducted via a systematic literature review, authors identified a comprehensive list of existing CAs. In the first two stages, we used a modified Delphi method as a part of which expert practice and research stakeholders (N = 17) provided feedback on CA types, definitions, and groupings via survey methodology. In the third stage, we conducted cognitive interviews with a subset of participants (n = 10) to assess participant comprehension of the CACC. The final CACC was developed and consists of 36 CA types organized into eight groups. Implications for use of the CACC in research and practice are presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"297-308"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302949","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}

引用次数: 0

Enhancing outcomes: Culturally adapted social-emotional and behavioral interventions for rural black elementary learners at risk. 提高成果：针对农村高风险黑人小学生的文化适应性社会情感和行为干预。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-07-25 DOI: 10.1037/spq0000648

Aaron Rachelle Campbell, Mary Rose Sallese, Mariola Moeyaert, T Elyse Calhoun, Madison H Imler

{"title":"Enhancing outcomes: Culturally adapted social-emotional and behavioral interventions for rural black elementary learners at risk.","authors":"Aaron Rachelle Campbell, Mary Rose Sallese, Mariola Moeyaert, T Elyse Calhoun, Madison H Imler","doi":"10.1037/spq0000648","DOIUrl":"10.1037/spq0000648","url":null,"abstract":"Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students' competency in areas designed to help them successfully manage the school environment and life in general. However, studies have not provided evidence that universal social-emotional learning (SEL) programs are effective for Black students. This study provides data on the efficacy of an intervention package comprised of the Strong Kids SEL Program and a Tier 2 culturally adapted check-in/check-out (CICO) with Black students in a rural district in an underserved community. Cultural adaptations presented for the SEL curriculum were based on developers' recommendations and teacher feedback from prior studies and incorporated focus groups. Behavior management support in the form of a culturally adapted CICO was provided to participants exhibiting externalizing behaviors disruptive to the learning process. Results indicated a functional relation between the intervention package culturally adapted (SEL + CICO) and a decrease in student rate of externalizing behavior and strong social validity across teachers and students. Hierarchical linear modeling showed a statistically significant decrease in externalizing behavior from baseline to intervention phases, with data suggesting the moderator of grade-level explained variability in the effectiveness of the intervention. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"223-236"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141763162","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}

引用次数: 0

Cultural adaptation and evaluation of a school-based positive psychology intervention among Chinese middle school students: A mixed methods program design study. 中国中学生校本积极心理学干预的文化适应与评估：混合方法项目设计研究。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000661

Chun Chen, Yuran Chen, Xiani Jia, Shuxin Lei, Chunyan Yang, Qian Nie, Bahr Weiss

{"title":"Cultural adaptation and evaluation of a school-based positive psychology intervention among Chinese middle school students: A mixed methods program design study.","authors":"Chun Chen, Yuran Chen, Xiani Jia, Shuxin Lei, Chunyan Yang, Qian Nie, Bahr Weiss","doi":"10.1037/spq0000661","DOIUrl":"10.1037/spq0000661","url":null,"abstract":"With the recognition of positive psychology within China, there is a pressing need for evidence-based positive psychology interventions (PPIs) tailored to the cultural context of Chinese schools. The goals of the present study were to (a) culturally adapt the Well-Being Promotion Program using the ecological validity model and (b) conduct a preliminary evaluation of its effectiveness. Within a randomized controlled trial, we collected data from 107 eighth-grade students randomly assigned to the intervention (n = 55) or control group (n = 52). A mixed methods approach was used, with analysis of covariance to assess program effectiveness, and content analyses of students' short-answer responses collected from the intervention group. Qualitatively, more than half of students reported having positive feelings and an increase in happiness due to the program. Quantitatively, the study found that the intervention was associated with a significant increase in adaptability, a subcategory of psychological suzhi, following the intervention. Gender breakdown revealed that the intervention had a significant positive effect on boys' cognitive quality, but not girls'. Additionally, it marginally impacted girls' self-management and boys' adaptability quality. However, caution is warranted in interpreting the quantitative results due to limitations, such as a small sample size and a relatively low response rate at Time 2. This pilot study contributes to the literature by bridging the gap between evidence-based PPIs developed in Western contexts and their culturally responsive implementation in Chinese schools. Consequently, the results should be considered as initial evidence warranting further examination of effectiveness, yet with significant potential to advance future cultural adaptations of PPIs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"173-192"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302947","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}

引用次数: 0

Fix your crown, queen: Evaluating the effects of a culturally enriched social-emotional learning intervention for Black girls. 修复你的皇冠，女王：评估针对黑人女孩的文化丰富的社会情感学习干预措施的效果。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000663

Meagan N Scott, Tai A Collins

{"title":"Fix your crown, queen: Evaluating the effects of a culturally enriched social-emotional learning intervention for Black girls.","authors":"Meagan N Scott, Tai A Collins","doi":"10.1037/spq0000663","DOIUrl":"10.1037/spq0000663","url":null,"abstract":"Although much of the literature on disproportionality has focused on Black boys, Black girls are suspended at higher rates than girls of any other race due to the misconstrued ideology that Black girls are less innocent and feminine and more adultlike than their White counterparts. Culturally responsive interventions at the student level can support students' social, emotional, and behavioral well-being and improve their skills in navigating inequitable school systems. The purpose of the present study was to develop and implement a culturally enriched social emotional learning curriculum, titled Fix Your Crown, Queen, and evaluate the effects of the curriculum on Black girls' academic engagement during classroom instruction, inappropriate behaviors, office discipline referrals, social skill development, racial identity, and self-esteem. Results were mixed for academic engagement, office disciplinary referrals, and social skills development. Additional results found that racial identity was maintained at high levels, and there was a decrease in self-esteem. Based on these preliminary findings, more research is needed to evaluate the effectiveness of Fix Your Crown, Queen intervention on Black adolescent girls. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"237-251"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302954","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}

引用次数: 0

Less fidelity, more reciprocity: Rethinking implementation values for social-emotional learning programs.

School psychology (Washington, D.C.) Pub Date : 2025-03-01 DOI: 10.1037/spq0000693

Josephine Grant

{"title":"Less fidelity, more reciprocity: Rethinking implementation values for social-emotional learning programs.","authors":"Josephine Grant","doi":"10.1037/spq0000693","DOIUrl":"https://doi.org/10.1037/spq0000693","url":null,"abstract":"Implementation values naturally operate in tension. School psychologists are called to manage the tension between evidence-based programs, the needs of their students, faculty, and leadership. One implementation value, fidelity, has emerged in schools as \"first among many\" as an indicator of a quality intervention. This conceptual article examines the risks of elevating fidelity in the implementation of social-emotional learning programs. Externally sourced content can provide useful background about stress and personal regulation, but curricula that are disconnected from cultural norms invite resistance or confusion in practice. In addition, fidelity originates from a \"delivery\" model of social learning that conflicts with evidence from developmental science and distracts from front-end collaboration. This article proposes reciprocity as a guiding value for developing and implementing social-emotional learning programs. Reciprocity aligns with a complex systems framework for learning and the growing field of improvement science in schools. It emphasizes front-end collaboration between psychologist, faculty, and administrators, a prerequisite for buy-in that is underdeveloped in practice. Protocols, rather than adherence checklists, will be a key feature of reciprocity in practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"40 2","pages":"286-296"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805055","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}

引用次数: 0

Behavioral interventions for Black male students: A systematic review. 黑人男学生的行为干预：系统回顾。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-12-12 DOI: 10.1037/spq0000668

MacKenzie D Sidwell, Shengtian Wu, Berenice Contreras

{"title":"Behavioral interventions for Black male students: A systematic review.","authors":"MacKenzie D Sidwell, Shengtian Wu, Berenice Contreras","doi":"10.1037/spq0000668","DOIUrl":"10.1037/spq0000668","url":null,"abstract":"Educators use behavioral interventions to help children with behavioral concerns in school settings. Research on these interventions has shown that they can be effective in reducing concerning behaviors in students of different ages, educational settings, and behavioral topographies. However, Black male students continue to be disproportionately punished in schools. Although various factors (e.g., systemic racism) likely contributed to this issue, a review of the research participants of evidence-based interventions reported by the What Works Clearinghouse found a lack of representation of Black children in the studies. Without research on the effectiveness of interventions for Black male students, educators and researchers may perpetuate the current problem. This necessitates examining their representation in such research to inform effective behavioral interventions at schools. The criteria for inclusion were as follows: (a) journal articles and unpublished dissertations or theses, (b) participants who were children aged 3-18 years, (c) interventions targeting behavioral modification to reduce problem behaviors, (d) studies conducted in school settings, and (e) research utilizing single-subject designs. The results of the review included 15 studies with a total of 34 Black male participants. Of the studies reviewed, the majority were not function-based and did not meet the What Works Clearinghouse's design standards without reservations. Limitations and practical implications within a cultural context are also discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"133-144"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819536","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}

引用次数: 0

The development of a Black history- and racial identity-focused resiliency intervention for Black boys: A pilot study of Promoting Emotional Resiliency Skills In Small Teams (PERSIST).

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-12-30 DOI: 10.1037/spq0000678

Scott L Graves, Candice N Aston

引用次数: 0