School psychology (Washington, D.C.)最新文献_第2页

Cultural adaptations to social-emotional learning programs: A systematic review. 社会情感学习计划的文化适应性：系统回顾。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-07-25 DOI: 10.1037/spq0000649

Anna Li, Faith G Miller, Shayna C Williams

{"title":"Cultural adaptations to social-emotional learning programs: A systematic review.","authors":"Anna Li, Faith G Miller, Shayna C Williams","doi":"10.1037/spq0000649","DOIUrl":"10.1037/spq0000649","url":null,"abstract":"Social-emotional learning (SEL) programs offer critical opportunities to promote the development of students' social and emotional competence and well-being. Yet, the landscape of how adaptations are being made to effectively serve all students is unknown. This systematic review examined cultural adaptations to SEL programs and the extent to which they were associated with positive outcomes. Included studies were (a) peer-reviewed empirical studies or dissertations; (b) conducted in PreKindergarten through 12th grade school settings in the United States; (c) available in English; and (d) included a cultural adaptation to an SEL program. Five electronic databases were searched in January 2023. Included articles were coded to extract information regarding the types, purposes, and associations with student outcomes and cultural adaptations to SEL programs have. A total of 11 studies (eight published studies and three dissertations), including 5,173 students, met the inclusion criteria. Results demonstrated most studies used surface- and deep-level adaptations for adapting SEL programs to a specific racial/ethnic group and/or a geographical region. In general, there were mixed results in terms of effectiveness when examining effect sizes and other statistical analyses of the adaptations on student outcomes. However, most studies found high acceptability and/or feasibility in relation to the adaptations. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"108-120"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141763161","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

A systematic review of cultural adaptations to social emotional learning interventions for PreK-12th grade Black students.

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-12-30 DOI: 10.1037/spq0000676

Kamontá Heidelburg, Christina Sipior, Jay'ana King, Mildaymig Cueto Brito, Stephanie Fredrick

{"title":"A systematic review of cultural adaptations to social emotional learning interventions for PreK-12th grade Black students.","authors":"Kamontá Heidelburg, Christina Sipior, Jay'ana King, Mildaymig Cueto Brito, Stephanie Fredrick","doi":"10.1037/spq0000676","DOIUrl":"https://doi.org/10.1037/spq0000676","url":null,"abstract":"Due to the lack of culturally responsive social-emotional learning (SEL) interventions and the negative implications of discipline disproportionality of Black students in schools, there is a dire need to develop and implement SEL interventions that promote racial equity and align with the specific cultural needs of Black youth. This systematic review explores cultural adaptations used in SEL interventions for Black PreK-12 students and their associated outcomes. A total of 15 studies with 339 Black/African American students ranging from 8 to 15 years old were included. Each study used at least four or more culturally adapted elements outlined in Bernal et al.'s (1995) Ecological Validity Framework, and every study utilized content and method adaptation elements to meet the needs of Black students. Outcomes associated with cultural adaptation SEL interventions for Black students included positive changes in racial/ethnic identity and increases in skill acquisition and performance across various social, emotional, and behavioral domains. Findings from the current review expand the research on evidence-based, culturally responsive SEL interventions for Black students and highlight the positive outcomes associated with cultural adaptations of SEL interventions for Black students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"40 2","pages":"121-132"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805005","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

Culturally adapted interventions for students with autism: A systematic review.

School psychology (Washington, D.C.) Pub Date : 2025-03-01 DOI: 10.1037/spq0000689

Ja'Toria S Palmer, Tennisha N Riley

{"title":"Culturally adapted interventions for students with autism: A systematic review.","authors":"Ja'Toria S Palmer, Tennisha N Riley","doi":"10.1037/spq0000689","DOIUrl":"https://doi.org/10.1037/spq0000689","url":null,"abstract":"Culturally adapted interventions have been shown to improve skills in culturally and linguistically diverse youth diagnosed with autism, improving the outcomes of minoritized youth and families. Despite an increase in early diagnosis of autism among racial-ethnic youth in the past few years, access to culturally adapted interventions for persons on the autism spectrum remains unexamined. The current systematic review examines the cultural adaptations of social skills, socioemotional skills, and behavioral management interventions for youth and families with a diagnosis of autism (age = 24 months-18 years). Fifteen peer-reviewed studies were obtained from three electronic databases. The Ecological Validity Model guidelines were used to determine the extent to which cultural adaptations were made. All of the studies included cultural adaptation, whether on a surface or deep structured level using a targeted or tailored approach. Aligned with previous findings, the literature surrounding cultural adaptation is scarce. However, this systematic review provides evidence of cultural adaptive interventions that have considered cultural needs to improve the skills, engagement, and feasibility for minoritized youth with autism. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"40 2","pages":"145-158"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805028","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

Providing LGBTQIA+ affirming mental health services in schools: A cultural adaptation of dialectical behavior therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A). 在学校提供 LGBTQIA+ 平权心理健康服务：辩证行为疗法青少年情绪问题解决技能培训（DBT STEPS-A）的文化适应性。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000665

Jillian R Weinberg, Jennifer McGrory Cooper

{"title":"Providing LGBTQIA+ affirming mental health services in schools: A cultural adaptation of dialectical behavior therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A).","authors":"Jillian R Weinberg, Jennifer McGrory Cooper","doi":"10.1037/spq0000665","DOIUrl":"10.1037/spq0000665","url":null,"abstract":"Despite growing concerns related to the youth mental health crisis and the well-being of sexual and gender minority youth, specifically, most mental health interventions fail to meet the unique needs of this population. Research and clinical guidance have recommended that approaching mental health treatments through a lens of minority stress and intersectionality can be particularly helpful in addressing the mental health concerns of LGBTQIA+ (lesbian, gay, bisexual, transgender, questioning/queer, intersex, and asexual, with the '+' capturing other identities within the gender and sexually diverse population) youth. Because many adolescents do not have access to mental health care, schools have an important role to play in meeting the mental health needs of LGBTQIA+ youth. To address these issues, we propose LGBTQIA+ affirming adaptations to the dialectical behavior therapy (DBT) Skills Training for Emotional Problem Solving for Adolescents (STEPS-A) curriculum using Pachankis et al.'s (2023) Adaptation Model to provide practitioners with a culturally affirming model of this social-emotional curriculum, while highlighting the utility of this framework in adapting other evidence-based interventions in schools. We walk readers through each module of DBT STEPS-A and provide rationale for adapting these skills for LGBTQIA+ youth. We offer specific adaptations that facilitators can make through psychoeducation and skills training. For example, we provide sample dialectics that mirror the experience of minority stress and propose examples of coping skills that are relevant for LGBTQIA+ youth (e.g., distracting and self-soothing to tolerate distress). Finally, the role of school psychologists in meeting the mental health needs of LGBTQIA+ youth is discussed along with implications for practice and future research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"159-172"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302955","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

Using community collaboration to evaluate the cultural relevance of the Resilience Education Program. 利用社区合作评估复原力教育计划的文化相关性。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-09-19 DOI: 10.1037/spq0000657

Alexandra Barber, Katie Eklund, Madison Weist, Danya Soto, Sahian Cruz, Bri'Anna Collins, Lauren Knuckey

{"title":"Using community collaboration to evaluate the cultural relevance of the Resilience Education Program.","authors":"Alexandra Barber, Katie Eklund, Madison Weist, Danya Soto, Sahian Cruz, Bri'Anna Collins, Lauren Knuckey","doi":"10.1037/spq0000657","DOIUrl":"10.1037/spq0000657","url":null,"abstract":"In recent years, greater focus has been paid to the mental health needs of children from minoritized racial backgrounds. The culturally specific needs of these children, however, are often not considered within standard mental health treatments for youth. Oriented in the ecological validity framework (Bernal et al., 1995) and the radical healing framework (French et al., 2020), this study examines the efficacy, feasibility, and social validity of a modified mental health intervention for Black youth by (a) implementing and evaluating the Resilience Education Program (REP) with a sample of Black youth and caregivers and (b) obtaining feedback on the existing intervention to evaluate its cultural relevance for Black youth and families. REP is a Tier 2 intervention for internalizing behaviors in students in Grades 4-8. A pilot study was implemented to evaluate the REP intervention with one group (n = 5) of Black students, obtaining feedback from caregivers, teachers, and mentors. The program's efficacy, feasibility, and social validity was evaluated following the intervention using paired t-test analysis. Then, a series of focus groups were conducted with check-in/check-out mentors, caregivers, and youth participants to obtain feedback on REP. Focus group data were analyzed using thematic analysis and nominal group technique procedures. Themes for improvement and suggestions for future research are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"207-222"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302968","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 adaptations to evidence-based interventions and practices in psychology.

School psychology (Washington, D.C.) Pub Date : 2025-03-01 DOI: 10.1037/spq0000694

Kamontá Heidelburg, Patrice M Leverett, Julianne Berte, Chanon Viriyasatien, Danielle Haslem, Rayna Hutcherson

引用次数: 0

Culturally responsive adaptations to evidence-based interventions for Black adolescents.

School psychology (Washington, D.C.) Pub Date : 2025-03-01 DOI: 10.1037/spq0000688

Janine M Jones

{"title":"Culturally responsive adaptations to evidence-based interventions for Black adolescents.","authors":"Janine M Jones","doi":"10.1037/spq0000688","DOIUrl":"https://doi.org/10.1037/spq0000688","url":null,"abstract":"This article explores the vital role of culturally responsive adaptations in evidence-based interventions for Black youth. While evidence-based interventions have proven effective in addressing adolescent mental health challenges, it is clear that a one-size-fits-all approach does not consider the diverse cultural factors influencing mental health and help-seeking behaviors of Black youth. This article focuses on the unique needs of Black adolescents, who often face disparities in accessing culturally appropriate mental health services, and emphasizes the significance of cultural adaptations in mental health interventions, highlighting the positive impact of such adaptations on treatment outcomes, retention, and client satisfaction. A review of previous studies on cultural adaptations for Black adolescents is provided along with the application of a process for completing cultural adaptations using the ecological validity and cultural sensitivity framework (Bernal et al., 1995), a versatile model for adapting interventions. Practical examples of cultural adaptations within each of the elements of the ecological validity and cultural sensitivity framework are also provided. This article contributes to the growing body of knowledge on culturally responsive mental health care and advocates for more inclusive and effective interventions for Black adolescents, highlighting the importance of cultural adaptations in evidence-based interventions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"40 2","pages":"274-285"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804958","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 of positive behavioral interventions and supports tier 1 in a Chinese elementary school. 积极行为干预与支持的文化适应在中国小学的应用。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-12-12 DOI: 10.1037/spq0000677

Hao-Jan Luh, Hong Ni, Chun Chen, Yonghui Feng

引用次数: 0

Training school psychologists to conduct culturally informed Functional Behavior Assessment interviews. 对学校心理学家进行培训，使其能够进行符合文化背景的功能性行为评估访谈。

School psychology (Washington, D.C.) Pub Date : 2025-03-01 Epub Date: 2024-09-12 DOI: 10.1037/spq0000650

Margarida Veiga, Lindsay M Fallon, Melissa Collier-Meek, Annisha Susilo, Staci Ballard, Ryan Sunda

{"title":"Training school psychologists to conduct culturally informed Functional Behavior Assessment interviews.","authors":"Margarida Veiga, Lindsay M Fallon, Melissa Collier-Meek, Annisha Susilo, Staci Ballard, Ryan Sunda","doi":"10.1037/spq0000650","DOIUrl":"10.1037/spq0000650","url":null,"abstract":"Exclusionary discipline is a racialized mechanism through which schools systematically remove racially and ethnically minoritized youth from the learning environment. Although the development of Functional Behavior Assessments (FBAs) and linked behavior support plans have been identified as an alternative practice, school psychologists often do not ask questions about the cultural and contextual factors that may influence students' behavior during FBA interviews. Therefore, training is warranted. Unfortunately, staff often have limited time and resources to devote to professional development; therefore, it is critical to ensure that training procedures that require more time offer better outcomes than those that require fewer resources. The present study compared the effectiveness of high intensity training (e.g., behavioral skills training) versus a low intensity training procedure (e.g., self-training) procedures on school psychologists' ability to facilitate simulated FBA interviews grounded in cultural humility with caregivers before and after exposure to one of two training conditions. Findings from regression analyses indicated that self-training adequately prepared school psychologists to adhere to the questions on the protocol, however, behavioral skills training improved the quality of interview delivery. Implications for future research and training are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"264-273"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302966","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

Randomization in single-case design experiments: Addressing threats to internal validity.

School psychology (Washington, D.C.) Pub Date : 2025-02-20 DOI: 10.1037/spq0000685

Thomas R Kratochwill, Joel R Levin

{"title":"Randomization in single-case design experiments: Addressing threats to internal validity.","authors":"Thomas R Kratochwill, Joel R Levin","doi":"10.1037/spq0000685","DOIUrl":"10.1037/spq0000685","url":null,"abstract":"We review how various forms of randomization can be applied in single-case experimental design (SCED) methodology to help control various threats to internal validity. Randomization strategies that can be added to various SCEDs include phase-order randomization, between-intervention case randomization, within-intervention case randomization, and intervention start-point randomization, along with two- and three-way combinations of each. Specific examples of how these forms of randomization can be applied in numerous variations of SCEDs wherein replication is a primary internal and external validity feature (e.g., intrasubject replication or ABAB, alternating treatment, multiple baseline) to increase the scientific credibility of these methodologies are discussed. We also provide examples of the utility of randomization to control validity threats in nonconventional designs where replication is not part of the design structure. Previous recommendations to adopt randomization have assumed implicit advantages of this strategy but without specific details of how randomization serves to control validity threats. We make explicit how each form of randomization controls for internal validity concerns that traditional replication alone may not address. Additional benefits of randomization in SCED experiments include improving the status of this methodology and increasing the likelihood of researchers including SCED intervention research in their literature syntheses. In addition, design randomization allows for various randomization statistical tests to be conducted, thereby increasing data-evaluation/statistical-conclusion validity. Implications for future SCED intervention research methodology are discussed, along with recommendations targeting the need for randomization standards in SCED research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143470240","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