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

{"title":"The importance of Spanish-language similarity in friend selection.","authors":"Sharon Faur, Brett Laursen","doi":"10.1037/spq0000760","DOIUrl":"10.1037/spq0000760","url":null,"abstract":"<p><p>The present study was designed to disentangle the contributions of Spanish-language similarity and Hispanic background in the selection of school friends. Participants were drawn from two cohorts that included 491 students (291 girls, 200 boys; 45.8% European American, 28.7% Hispanic American, 22.0% African American; 166 students reported speaking Spanish at home) attending public primary (third-fifth grade; range = 8-10 years old) and middle (sixth-seventh grade; range = 11-13 years old) schools in Florida. Students nominated friends from a roster of same-sex classmates. Self-reports of ethnicity and whether Spanish was spoken at home were collected from students. Logistic regression and multilevel analyses indicated that classmates were more likely to be nominated as friends when both the target and the nominator spoke Spanish at home, even after accounting for the contribution of shared Hispanic background. In contrast, after accounting for the contribution of shared Spanish language, targets were not more likely to be nominated as friends when both the target and nominator reported a Hispanic background. We conclude that although there is considerable overlap between those who speak Spanish at home and those who identify as having a Hispanic background, similarity on the former is the more important determinant of friend selection. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13437034/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148594993","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":"Toward a specialized competency framework and recognition of the unique context and role of Australian school psychologists.","authors":"Kylie Rice, Stephanie Cooper, Warren Bartik, Peter Smith, Jaeva Shelley, Stephanie Banner","doi":"10.1037/spq0000754","DOIUrl":"10.1037/spq0000754","url":null,"abstract":"<p><p>There has been a call to establish a nationally consistent school psychology workforce in Australia in response to the growing psychological needs of children and young people. Despite educational settings being the dominant practice setting for Australian psychologists after private practice, there is limited research focused on the specific skills and challenges of the school psychology role in the Australian context, especially in regional and remote areas. This qualitative study aimed to explore what specialist competencies are inherent to the school psychologist role and the challenges associated. Thirteen school psychologists with experience in urban, regional, and remote Australian locations participated in the study. Reflexive thematic analysis identified three themes: (a) system symbiosis, (b) pressure, and (c) adapt for longevity. These themes captured the experiences shared by psychologists as they enter the school psychology context and face unique challenges to which to adapt. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148521594","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":"Validation of Student Wellbeing Teacher-Report Scale (SWTRS) using multilevel factor analysis.","authors":"Mei-Ki Chan","doi":"10.1037/spq0000757","DOIUrl":"https://doi.org/10.1037/spq0000757","url":null,"abstract":"<p><p>The Student Wellbeing Teacher-Report Scale is a 12-item instrument with three subscales (i.e., academic, social, and emotional well-being) for assessing students' subjective well-being in school-based screenings. This study examined the factor structure, validity, and reliability of the Student Wellbeing Teacher-Report Scale within a multilevel framework using responses from 81 teachers about 1,910 students in the United States. Results from multilevel confirmatory factor analysis supported a three-factor correlated model at both the within- and between-teacher levels, with one item from the social well-being removed. Cross-level metric invariance was established, suggesting that school-specific well-being was conceptualized similarly at the individual and teacher/classroom levels. Results from multilevel structural equation modeling showed that each subscale had unique, significant associations with internalizing and externalizing behaviors at the within-teacher level. However, only the social well-being subscale was associated with externalizing behaviors at the between-teacher level. The three subscales demonstrated satisfactory internal reliability across levels, supported by multilevel α and ω coefficients ranging from .81 to .95. Overall, findings provide strong psychometric support for the Student Wellbeing Teacher-Report Scale with a social well-being item (i.e., handles frustrations well at school) removed as a school-based screener and highlight directions for further refinement and application in practice. It is important to note that the relatively small teacher sample size may have limited the ability to detect significant results at the teacher/classroom level. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148439059","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":"\"Nurturing and supportive\": Facilitators' perceptions of an interdisciplinary program for women of color in school mental health fields.","authors":"Janise S Parker, Tiffani Hill","doi":"10.1037/spq0000755","DOIUrl":"https://doi.org/10.1037/spq0000755","url":null,"abstract":"<p><p>Women of color (WOC) in school mental health fields have reported experiences of workplace discrimination and microaggressions, resulting in negative mental health outcomes and contemplation about leaving the profession altogether. In response, the first author led a research team to develop an affinity group preventative program consisting of eight 60-min modules for early career WOC in school mental health fields. To expand the use of the program as a promising approach for supporting WOC in school mental health fields, 11 WOC serving as facilitators and cofacilitators implemented the program with 16 WOC participants during the second year of program implementation (groups primarily consisted of two facilitators and 2-5 participants in school psychology). All facilitators and cofacilitators rated the program as highly acceptable. Qualitative data revealed that the facilitators and cofacilitators valued the sense of community they experienced and observed, and they appreciated the breadth of topics that they reviewed. Still, like the WOC who participated in the pilot study, the facilitators desired more time for discussion during session meetings. We end this article with a discussion, notable limitations, and recommendations for additional research to inform future implementation of the <i>Resistance in Sisterly Elevation</i> program. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148414350","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":"Effects of feel your best self mini-lessons on second-grade class-wide behaviors.","authors":"Jessica B Koslouski, Sandra M Chafouleas, Lucie T Lopez","doi":"10.1037/spq0000756","DOIUrl":"https://doi.org/10.1037/spq0000756","url":null,"abstract":"<p><p>Feel Your Best Self (FYBS) is a flexible toolkit that includes mini-lessons to teach emotion regulation strategies with focus on elementary-aged students. In this alternating treatment single-case design study, we investigated the effects of FYBS on class-wide behavior in a second-grade classroom. In the treatment condition, FYBS mini-lessons were integrated into the classroom's morning routine. In the comparison condition, the classroom morning routine was taught as usual. Class-wide behaviors were observed both during and after morning routine across conditions. Target behaviors included academic engagement, positive affect, disruptive behavior, frustration tolerance, and flexibility. Results of systematic direct observation demonstrated higher academic engagement and positive affect both during and after morning routine with FYBS compared to the typical morning routine. FYBS was implemented with high fidelity and rated as highly usable by the classroom teacher. Study findings add to a growing body of evidence that FYBS can be used to promote academic engagement and positive affect in elementary classrooms and is highly usable for teachers. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148414406","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":"More than a dialogue: Family communication, discrimination experiences, and mental health in Chinese American youth.","authors":"Jin Hyung Lim, Xueqin Lin, Chunyan Yang","doi":"10.1037/spq0000735","DOIUrl":"10.1037/spq0000735","url":null,"abstract":"<p><p>Although existing literature has focused on the impact of racial/ethnic discrimination on Chinese American youth mental health during the pandemic, less attention has been paid to the protective family-level processes that can buffer against such mental health risks. Guided by the dual-factor model of mental health and family systems theory, this study aimed to explore the role of affirming family communication in Chinese American youth mental health in the midst of racial discrimination. Participants were 205 Chinese American youth and their parents, who completed an online survey in the spring of 2020 during the COVID-19 pandemic. By conducting a series of path analyses, we found that affirming family communication functions as a promotive factor that counteracts the negative impact of prepandemic peer discrimination on youth externalizing problems. However, the positive influences of affirming family communication on internalizing problems and subjective well-being were weakened when Chinese American youth faced high levels of COVID-19-related peer discrimination. The findings offer implications for school psychology practice by underscoring how to engage with families to promote youth mental health in the context of racial discrimination. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"399-409"},"PeriodicalIF":1.8,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146145028","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":"Measuring the unspoken, voicing the lived: Racism-related stress among Asian American educators.","authors":"Quennie Dong, Chunyan Yang","doi":"10.1037/spq0000741","DOIUrl":"10.1037/spq0000741","url":null,"abstract":"<p><p>Asian Americans generally and Asian American educators have experienced occupational stress during the COVID-19 pandemic as well as racism-related stress due to the uptick in anti-Asian hate. In this study, we validated the scores of a revised version of the Asian American Racism-related Stress Inventory and examined the experiences of racism-related stress as a result of anti-Asian discrimination and violence. This mixed methods study included 256 Asian American educators who completed a survey and 21 Asian American educators who participated in semistructured interviews. We conducted confirmatory factor analyses and other analyses to evaluate the psychometric properties of the revised Asian American Racism-related Stress Inventory scores. Results indicated that a second-order model with racism-related stress as the best supported higher order factor and three first-order factors: sociohistorical, general, and perpetual foreigner racism-related stress. Descriptive thematic analysis of semistructured interviews further revealed contextualized racialized experiences and associated racism-related stressors. These findings highlight the significance of stress stemming from racism and the distinct encounters Asian American educators experience in the context of anti-Asian hate. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"421-433"},"PeriodicalIF":1.8,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147292116","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 single-course intervention promotes stress-is-enhancing mindset: A practice in the Chinese classroom.","authors":"Xiaoyu Wang, Ziqi Fu, Liang Zhang","doi":"10.1037/spq0000738","DOIUrl":"10.1037/spq0000738","url":null,"abstract":"<p><p>Adolescents today face unprecedented levels of stress. Recent research has shown that adopting a stress-is-enhancing mindset can protect adolescents from the adverse effects of stress, and more importantly, this mindset can be altered by interventions. However, limited studies have investigated effective methods for changing adolescents' stress mindset, particularly in China, where academic stress is exceptionally high. This study examined the effects of a single 40-min stress mindset intervention delivered in a classroom setting at a Chinese middle school. Data were collected and analyzed from 174 eighth-grade students (97 in the intervention group and 77 in the control group). The results from difference-in-differences model showed that students in the intervention group demonstrated a significantly stronger stress-is-enhancing mindset compared to those in the control group. Within the intervention group, students who exhibited a greater shift toward a stress-is-enhancing mindset showed a larger reduction in perceived stress. However, there was no significant overall reduction in perceived stress at the group level. These findings suggest that traditional classroom teaching can serve as a practical and accessible approach for cultivating a stress-is-enhancing mindset, and they underscore the need for further research to evaluate the effectiveness of the teacher-led stress mindset intervention. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"487-493"},"PeriodicalIF":1.8,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146108757","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":"Exploring self-referral as a low-burden, universally administered strategy to connect adolescents to mental health supports following anonymous school-based screening.","authors":"Meghan A Costello, John Crocker, Jasmeen Kaur, Rosie Du, Elizabeth Oxendine, Lauren Greenspan, Rebecca Butler, Randi M Schuster","doi":"10.1037/spq0000719","DOIUrl":"10.1037/spq0000719","url":null,"abstract":"<p><p>Integrating widespread, low-burden approaches to facilitate connection to school-based care may be helpful in expanding mental health reach in schools. The present study describes students' use of a single-item self-referral process following a school-wide anonymous screener of mental health and substance use. The Substance Use and Risk Factor Survey included a school-based referral request item in 47 Massachusetts public middle and high schools in fall 2023 (<i>N</i> = 16,236; 47% girls; 4% gender diverse; 41% racially or ethnically marginalized or minoritized). Students who self-referred, in comparison to those who did not self-refer, endorsed more symptoms of depression and anxiety (<i>M</i>_{self-referral} = 3.7 [<i>SD</i> = 3.8], <i>M</i>_noReferral = 3.0 [<i>SD</i> = 3.3], <i>p</i> = .0001), psychoticlike experiences (<i>M</i>_{self-referral} = 1.1 [<i>SD</i> = 1.6], <i>M</i>_noReferral = 0.9 [<i>SD</i> = 1.4], <i>p</i> = .0004), emotional reactivity (<i>M</i>_{self-referral} = 24.4 [<i>SD</i> = 23.7], <i>M</i>_noReferral- = 20.8 [<i>SD</i> = 20.8], <i>p</i> = .001), and inattention and hyperactivity (<i>M</i>_{self-referral} = 0.8 [<i>SD</i> = .8], <i>M</i>_noReferral = 0.7 [<i>SD</i> = 0.7], <i>p</i> = .001). Students who self-referred were more likely to endorse a past-year suicide attempt (6.6% among self-referral group, 3.1% among the no-referral group; <i>OR</i> = 1.7, <i>p</i> = .02) and not talking to anyone (formal or informal mental health supports) about their mental health in the past year (31.4% self-referrals, 21.9% no referral; <i>OR</i> = 1.7, <i>p</i> < .001). Students who self-referred were also more likely to hold a minoritized gender identity (6.9% self-referrals, 3.9% no self-referrals; <i>OR</i> = 1.8, <i>p</i> = .012). School staff (<i>N</i> = 15) noted that the self-referral process was helpful (<i>M</i> = 3.87/5, <i>SD</i> = 1.27), and approximately half of the students requesting support (53.7%) were not already engaged in school-based mental health support. Self-referral requests following school-wide screeners may be a useful strategy to identify students experiencing mental health distress without supports in place. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"434-445"},"PeriodicalIF":1.8,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12948036/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147292136","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":"Malleable correlates of teacher-student relationship quality among elementary students with disabilities: Teacher and student perspectives.","authors":"Christopher Murray, Christen Knowles, Yen K Pham, James Sinclair, Katherine W Bromley","doi":"10.1037/spq0000742","DOIUrl":"10.1037/spq0000742","url":null,"abstract":"<p><p>Teacher-student relationships (TSRs) are critical for student development, yet little is known about the role that malleable child-level skills and experiences play in shaping TSR quality among students with disabilities experiencing behavioral difficulties. This study examines how student experiences (e.g., classroom working alliance) and skills (i.e., social skills, internalizing/externalizing behaviors) relate to TSR quality as perceived by both teachers and students. Participants included 185 students with disabilities and 76 special education teachers across 50 schools. Multi-informant assessments and regression analyses revealed that working alliance, specific social skills, and externalizing problem behaviors were uniquely associated with both positive (e.g., trust, closeness) and negative (e.g., conflict, alienation) TSR dimensions. Importantly, working alliance emerged as a consistent predictor across both rater perspectives, while discrepancies between teacher and student perceptions highlighted the importance of using multi-informant approaches. Findings underscore the potential of interventions targeting alliance-building and social-emotional skills to enhance TSRs for students with elevated behavioral needs. (PsycInfo Database Record (c) 2026 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"457-469"},"PeriodicalIF":1.8,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147328343","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}