School psychology (Washington, D.C.)最新文献_第10页

Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit. 教师暴力与焦虑和压力：预测转学和辞职意向。

School psychology (Washington, D.C.) Pub Date : 2024-09-01 Epub Date: 2023-12-14 DOI: 10.1037/spq0000595

Susan D McMahon, Taylor Swenski, Kailyn Bare, Alberto Valido, Safa Asad, Linda A Reddy, Ron A Astor, Dorothy L Espelage, Eric M Anderman, Andrew Martinez, Frank C Worrell, Marlo Knapp-Fadani

{"title":"Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit.","authors":"Susan D McMahon, Taylor Swenski, Kailyn Bare, Alberto Valido, Safa Asad, Linda A Reddy, Ron A Astor, Dorothy L Espelage, Eric M Anderman, Andrew Martinez, Frank C Worrell, Marlo Knapp-Fadani","doi":"10.1037/spq0000595","DOIUrl":"10.1037/spq0000595","url":null,"abstract":"Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten-12th grade teachers was White (79%) and female (79%). Descriptive analyses revealed that 25% of teachers reported intentions to transfer schools and 43% of teachers reported intentions to quit teaching. Structural equation model results indicated pre-COVID-19 verbal and threatening violence from students, parents, colleagues, and administrators predicted teacher anxiety and stress and intentions to transfer schools (R² ranged from .18 to .23) and quit the profession during COVID-19 (R² ranged from .34 to .36). Anxiety and stress significantly mediated the relation between verbal and threatening violence across all aggressors and teacher intentions to transfer schools and quit the profession. Physical violence from certain aggressors predicted anxiety and stress and intention to transfer schools (R² ranged from .15 to .18) and quit the profession (R² ranged from .32 to .34). Further, teacher and school characteristics, such as identifying as a person of color and teaching at the middle and high school levels, were associated with greater intentions to transfer schools and quit the profession. Implications for school-based research, practice, and policy are discussed to address violence and promote positive work and learning environments for all school stakeholders. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"530-544"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11846623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138814971","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}

引用次数: 0

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation. 自闭症和智障跨专业教育：计划说明和初步评估。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-09-07 DOI: 10.1037/spq0000570

Johanna R Price, Karena Cooper-Duffy, Billy T Ogletree, Jonathan M Campbell, Amy J Rose, Machelle Cathey, Kong Chen

{"title":"Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.","authors":"Johanna R Price, Karena Cooper-Duffy, Billy T Ogletree, Jonathan M Campbell, Amy J Rose, Machelle Cathey, Kong Chen","doi":"10.1037/spq0000570","DOIUrl":"10.1037/spq0000570","url":null,"abstract":"Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twenty-four graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"419-432"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10171832","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

Interprofessional collaboration: Ethical considerations for school psychologists. 跨专业合作：学校心理学家的伦理考虑。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-10-30 DOI: 10.1037/spq0000581

Tiffany Chenneville, Morgan Haskett, Eric Sumpter, Serena Wasilewski

{"title":"Interprofessional collaboration: Ethical considerations for school psychologists.","authors":"Tiffany Chenneville, Morgan Haskett, Eric Sumpter, Serena Wasilewski","doi":"10.1037/spq0000581","DOIUrl":"10.1037/spq0000581","url":null,"abstract":"To meet the diverse needs of school-aged children, school psychologists often must collaborate with other professionals within and outside the school setting. Despite potential benefits, challenges exist related to interprofessional collaboration, including ethical challenges. This article explores some of the most salient ethical dilemmas that school psychologists are likely to face when collaborating with other professionals. Specifically, ethical issues related to competence, multiple relationships, informed consent/assent, privacy/confidentiality, assessment, and therapy are examined. Using vignettes, recommendations for navigating common ethical issues that may arise when engaging in interprofessional collaboration are offered. Suggestions are contextualized within the ethical principles and standards outlined in the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct (2017) and the National Association of School Psychologists Professional Standards (2020), which includes the Principles for Professional Ethics. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"433-443"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71415845","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

PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools. PlanoUp!低收入中学青少年抑郁症识别与治疗试点项目。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 DOI: 10.1037/spq0000622

Jacqueline R Anderson, Karabi Nandy, Nancy J Potter, Jennifer L Hughes, Farra Kahalnik, Ronny Pipes, Jana Hancock, Tracy L Greer, Alexandra Kulikova, Joshua S Elmore, Taryn L Mayes, Madhukar H Trivedi

{"title":"PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools.","authors":"Jacqueline R Anderson, Karabi Nandy, Nancy J Potter, Jennifer L Hughes, Farra Kahalnik, Ronny Pipes, Jana Hancock, Tracy L Greer, Alexandra Kulikova, Joshua S Elmore, Taryn L Mayes, Madhukar H Trivedi","doi":"10.1037/spq0000622","DOIUrl":"https://doi.org/10.1037/spq0000622","url":null,"abstract":"Rates of depression in youth are continuing to increase at a steady rate, yet these youth often do not receive mental health services (Bertha & Balázs, 2013; Thomas et al., 2011). Schools are an ideal setting to connect youth to mental health services; however, many barriers exist with respect to schools having adequate resources and access to the appropriate levels of services (Duong et al., 2021; Owens & Peltier, 2002). Schools may collaborate with local community providers with available resources to address these gaps. The current article describes the pilot of a school-based mental health promotion program intended to reduce depression in youth by promoting access to care through referrals to community providers. Data were collected, via self-report measures, every 3 months for 12 months from students from three middle and high schools in North Texas. The students (N = 88) enrolled in this program experienced significant reductions in their depression symptoms at the end of 12 months. This program highlights the importance of school-community partnerships to promote access to care to address mental health concerns. The results from our pilot study demonstrate the feasibility and the potential of school-based programs in improving the mental health of youth in schools through community partnership. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"39 4","pages":"377-386"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560531","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

Importance, quality, and engagement: School mental health providers' perceptions regarding within-district transition care coordination practices. 重要性、质量和参与度：学校心理健康服务提供者对区内过渡护理协调实践的看法。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-09-04 DOI: 10.1037/spq0000569

Malena A Nygaard, Tyler L Renshaw, Heather E Ormiston, Jack Komer, Austin Matthews

{"title":"Importance, quality, and engagement: School mental health providers' perceptions regarding within-district transition care coordination practices.","authors":"Malena A Nygaard, Tyler L Renshaw, Heather E Ormiston, Jack Komer, Austin Matthews","doi":"10.1037/spq0000569","DOIUrl":"10.1037/spq0000569","url":null,"abstract":"Although care coordination (CC; i.e., the organization of care activities between professionals to facilitate appropriate service delivery; McDonald et al., 2007) has yet to be studied extensively within schools, preliminary research suggests coordinating school mental health supports can be beneficial (Francis et al., 2021) and that interprofessional and interagency collaboration is warranted to meet student needs (McClain et al., 2022). We examined the perceptions of school mental health providers (SMHPs) regarding importance, quality, and engagement with within-district transition CC practices within a multitiered system of support framework. Participants were 163 SMHPs who endorsed being involved in designing, providing, or implementing mental health services in a U.S. school district. The three scales used to measure engagement with CC practices were based on the Care Coordination Measures Atlas (McDonald et al., 2014) and were found to have promising preliminary psychometrics. Descriptive statistics indicated SMHPs endorsed CC as very important but perceived school and district personnel to view it as less important, reported their own quality of CC was slightly above that of their school and district, and regularly engaged in broad CC practices. Moreover, bivariate correlations indicated SMHP's personal views of CC importance were not associated with the quality of school and district CC, yet engagement in broad CC activities was associated with transition facilitation practices, and attitudes about CC were associated with engagement in broad CC activities. Implications of findings are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"366-376"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10154017","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 interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses. 加强跨专业跨机构合作，帮助少数民族和低收入慢性病儿童。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2024-06-13 DOI: 10.1037/spq0000632

Karen C Stoiber, Christie A Ruehl, Kyle K Landry, Alex A Smith, Cheryl L Brosig

{"title":"Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses.","authors":"Karen C Stoiber, Christie A Ruehl, Kyle K Landry, Alex A Smith, Cheryl L Brosig","doi":"10.1037/spq0000632","DOIUrl":"10.1037/spq0000632","url":null,"abstract":"Children with chronic illnesses present unique health, psychosocial, and learning challenges. Due to the complexities surrounding their needs, these children and their families often encounter multilayered barriers when accessing educational services and health care management. Medical-family-school interprofessional interagency collaborations (IIC) are needed to facilitate information sharing across institutions, treatment alignment among care partners, and equitable and high-quality school-based service delivery. This article presents a novel hospital-based school consultative liaison service, the Educational Achievement Partnership Program (EAPP), which conducts IIC with the families, schools, hospitals, and community care partners of children with chronic illnesses. We explore disproportionalities in IIC services among low-income and racially/ethnically minoritized children and examine ways to increase IIC service access and utilization. Results demonstrate that systematic changes targeting in-person communication with families significantly increased minoritized and low-income children's EAPP participation. Despite this increase, differences occurred between minoritized and White children's utilization through all stages of EAPP service delivery. These results underscore the importance of ongoing IIC service evaluation to examine the effectiveness of implementation components. We discuss implications and highlight opportunities for similar medical-family-school IIC under a school psychologist-led medical liaison consultative approach. We conclude that IIC is best fostered through innovations in communication models, graduate training, practice, and research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"395-406"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141312507","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 student outcomes through interprofessional and interagency collaboration. 通过跨专业和跨机构合作提高学生成绩。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 DOI: 10.1037/spq0000653

Maryellen Brunson McClain, Jeffrey D Shahidullah, Bryn Harris

引用次数: 0

Collaborative mental health for children: Perspectives of school and clinical psychologists. 儿童心理健康合作：学校和临床心理学家的观点。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-12-14 DOI: 10.1037/spq0000603

Stephanie D'Costa, Patrice Leverett, Ashley Colson, Andy Garbacz

{"title":"Collaborative mental health for children: Perspectives of school and clinical psychologists.","authors":"Stephanie D'Costa, Patrice Leverett, Ashley Colson, Andy Garbacz","doi":"10.1037/spq0000603","DOIUrl":"10.1037/spq0000603","url":null,"abstract":"There is a need for increased collaboration between mental health providers who work with children and youth to increase continuity of care across settings. While schools can be an optimal location for mental health support, school psychologists often have to work with clinical providers given the increases in youth mental health needs and the shortage of school-based providers. This study used an online survey with a mixed-methods approach to understand the collaboration practices of school and clinical psychologists. A sample of 57 practitioners in the United States were asked to provide their perceptions of the roles of their interagency providers, their collaboration practices, and the benefits or barriers in the collaboration process. Findings indicated differences in providers' perceptions of the quality of assessments conducted and the importance of particular psychological practices to the roles of clinical and school psychologists. Content analysis of open-ended responses found that while providers acknowledge the benefits of collaboration there was distrust among providers. Implications for training programs and future research directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"353-365"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138814958","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

Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services. 应用社区医疗保健成果推广（ECHO）模式，促进合作和有效的学校心理健康服务。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2024-02-08 DOI: 10.1037/spq0000616

Michael D Lyons, Faith Zabek, Tameka O Grimes, Sarah K Downey, Julia V Taylor, Kathryn L Zeanah

{"title":"Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services.","authors":"Michael D Lyons, Faith Zabek, Tameka O Grimes, Sarah K Downey, Julia V Taylor, Kathryn L Zeanah","doi":"10.1037/spq0000616","DOIUrl":"10.1037/spq0000616","url":null,"abstract":"School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable. This study used mixed methods to evaluate how a set of training activities-sequential online learning modules combined with interprofessional telementoring, following the extension for community healthcare outcomes (ECHO) model-influenced provision of school mental health services. School counselors, nurses, psychologists, and social workers (n = 46) participated in training activities, which included nine, cohort-based ECHO sessions and 12 modules. We used a concurrent mixed methods design in which quantitative (implementation data and pre-post surveys) and qualitative (posttraining focus groups with a subset of participants, n = 11) data were used to evaluate training. Quantitative results indicated statistically significant pre-post improvements in participants' clinical self-efficacy (d = .83) and knowledge of evidence-based practices (d = .37). Qualitative data corroborated quantitative results. Post training, focus groups described positive reactions, learning, and behavior change, particularly with respect to equitable service provision and interprofessional teaming. ECHO appeared to facilitate the application of evidence-based strategies to real-life practice and improved participants' understanding of effective coordination of services. Taken together, findings suggest that group-based telementoring may be a high-impact strategy for supporting the implementation of effective, culturally specific, and collaborative school mental health services. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"407-418"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708774","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

Exploring the interagency collaboration between a pediatric oncology health care setting and community schools. 探索儿科肿瘤医疗机构与社区学校之间的机构间合作。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-08-10 DOI: 10.1037/spq0000566

Evan Rooney, Ayanna A Johnson, Sarah Klein, Niki Jurbergs, Anne Duvall, R Elyse Heidelberg, Brian S Potter, Jennifer Harman, Emily K Browne, Anna M Jones, Rachel T Webster

{"title":"Exploring the interagency collaboration between a pediatric oncology health care setting and community schools.","authors":"Evan Rooney, Ayanna A Johnson, Sarah Klein, Niki Jurbergs, Anne Duvall, R Elyse Heidelberg, Brian S Potter, Jennifer Harman, Emily K Browne, Anna M Jones, Rachel T Webster","doi":"10.1037/spq0000566","DOIUrl":"10.1037/spq0000566","url":null,"abstract":"Globally, approximately 400,000 youth are diagnosed with pediatric cancer each year. Treatment-related side effects, psychosocial challenges, and frequent school absences may adversely impact learning and the education experience among these youth. Efforts to enhance interagency collaboration between health care settings and community schools are imperative to facilitate school reintegration. The Standards for the Psychosocial Care of Children with Cancer and Their Families outline specific guidelines related to the continuity of education for students impacted by pediatric cancer. In particular, the Academic Continuity and School Reentry Support and Monitoring and Assessment of Neuropsychological Outcomes standards of care highlighted within this article align with extant programmatic efforts for transitioning hospitalized school-aged children back into community schools. This article aims to describe systematic programmatic efforts within hospital-based psychosocial programs that are consistent with the Standards for the Psychosocial Care of Children with Cancer and Their Families, as well as interagency collaboration with community schools to support student-centered education for youth impacted by pediatric cancer. Resources for school psychologists, teachers, hospital-based programs, and others involved in student-centered education for pediatric cancer patients and survivors are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"387-394"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9969847","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