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

{"title":"A scoping review of universal school-based resilience programs for adolescents.","authors":"Clément Métais, Lea Waters, Charles Martin-Krumm, Cyril Tarquinio, Nicolas Burel","doi":"10.1037/spq0000659","DOIUrl":"10.1037/spq0000659","url":null,"abstract":"<p><p>Resilience, broadly defined as effective adaptation to stress, adversity, or change, is an important capacity to foster in adolescence. To date, there has been little review of the literature on universal school-based resilience programs for teens. The current scoping review had three aims. The first aim was to report on the scope of literature on universal school-based resilience programs for adolescents. The second aim was to code and summarize the features and outcomes of these programs (stand-alone programs and whole-school programs). The third was to identify key themes emanating from nonempirical articles (i.e., theoretical articles, review articles, published guidelines, and reports) about what makes an effective school-based resilience program for adolescents. A total of 34 articles met the criteria for the review (47% empirical and 53% nonempirical). The collated data present a summary of who (e.g., sample demographics), how (e.g., research designs, the duration and number of posttest evaluations), and what has been studied (e.g., the types of programs and the types of outcomes). Randomized control trial evaluations (53%) and quasi-experimental designs (47%) were the common designs. The studies displayed large variation when it came to program delivery aspects such as number of lessons, length of the lessons, duration of the program, type of teaching, and program facilitators. Six themes were identified for creating effective universal school-based resilience programs: dual focus (ill-being and well-being), ethos and embedding, nurturing environment, adopting a systems approach, building teacher resilience, and fostering real-time resilience through implicit and explicit teaching. Suggestions for future research are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"566-583"},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482704","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":"Ethical dilemmas in school psychology: A systematic review.","authors":"Paula Prendeville, William Kinsella","doi":"10.1037/spq0000705","DOIUrl":"10.1037/spq0000705","url":null,"abstract":"<p><p>Ethical practice is a core clinical competency for school psychologists. To gain a greater insight into ethical dilemmas psychologists encounter to inform their professional training needs, a systematic review was conducted. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were applied to an examination of four databases. Using the standardized Mixed Methods Appraisal Tool, a methodological appraisal and content analysis was completed on selected articles that included calculating an appraisal score. Ten empirical studies published between 2009 and 2023, representing the ethical experiences of 1,319 school psychologists from five countries, met the inclusion criteria. Studies included the use of quantitative methodologies (n = 8), qualitative methodology (n = 1), and a mixed methods approach (n = 1). The quality of these studies was appraised as high (n = 6), medium (n = 3), or low (n = 1). This review highlights gaps in research examining the ethical issues experienced by psychologists. The clinical implications of ethical dilemmas that were identified and future research considerations in this area are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981888","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":"Comparing options for screening of reading difficulties in middle school: Do teacher ratings improve accuracy?","authors":"Eunsoo Cho, Courtenay A Barrett","doi":"10.1037/spq0000674","DOIUrl":"10.1037/spq0000674","url":null,"abstract":"<p><p>Reading problems may emerge beyond the primary grades when the linguistic and cognitive demands of reading comprehension increase in middle school. The accurate identification of students requiring supplemental reading instruction is critical to provide remediation and decrease the prevalence and likelihood of reading problems in secondary settings and beyond. Nevertheless, research guidance on middle school reading screening is scarce. This study analyzed data from 193 sixth-grade students across 12 classrooms to examine (a) how well various reading screeners predicted proficiency on the year-end state assessment, (b) what combinations of reading screeners were most accurate, (c) the extent to which a brief teacher rating improved classification accuracy, and (d) the agreement rates between the most accurate combinations of screeners. Screeners included the Sight Word Efficiency, oral reading fluency (ORF), maze, and a multiple-choice reading comprehension (MCRC) assessment. Results from logistic regressions and receiver operating characteristic curve analyses suggested that no single screener was appropriate for use and that combinations of two or three screeners assessing different reading skills improved classification accuracy (i.e., ORF + MCRC, ORF + maze + MCRC). Moreover, teacher ratings further improved classification accuracy but its predictive value depended on the combination of screeners. Finally, there was a high agreement regarding which students were identified as needing intervention between these combinations of screeners. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"542-553"},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142634390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors shaping Black caregivers' interest and participation in a university-church partnership program for youth mental health.","authors":"Janise S Parker, Natoya Hill Haskins, Alexus McKoy, Jessica Nelms, Danielle Wright, Danielle Swanson, Bryan Wilkins","doi":"10.1037/spq0000646","DOIUrl":"10.1037/spq0000646","url":null,"abstract":"<p><p>It is important for researchers to understand the factors that attract marginalized community members to participate in youth service intervention programs, considering their historic mistrust in White-dominated systems (i.e., education and mental health). We employed a hermeneutic phenomenology study to understand 15 Black caregivers' experiences of a university-church partnership program that was grounded in a school mental health paradigm. Using individual interviews and a structured coding process, we examined factors that informed participants' engagement with the program from start to finish. First, caregivers <i>initiated</i> involvement with the program due to their children's holistic needs, the accessibility of the program, and the trust they had in program leaders (including church representatives) and processes. Second, caregivers <i>sustained</i> involvement in the program due to graduate interventionists/mentors displaying professional competence, cultural responsiveness, and an ethic of care. Finally, caregivers viewed the program as helping the children, family, and community <i>thrive</i>, which influenced their desire to see the program grow and expand. As informed by the present study and related literature, recommendations for school mental health professionals involved in culturally responsive and equity-centered community partnership work are offered. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"594-606"},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302953","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":"The longitudinal effect of perceived social support on school engagement: A multiple mediation model examining the role of emotion regulation and left-behind status.","authors":"Hanbin Wang, Shane Jimerson, Abudusalamu Saiding, Kejing Guo, Chun Chen","doi":"10.1037/spq0000673","DOIUrl":"10.1037/spq0000673","url":null,"abstract":"<p><p>School engagement generally declines during adolescence and was reported to be worse in Chinese adolescents in rural areas compared to those in urban cities. Extensive studies have investigated the roles of perceived social support (i.e., students' perceived teacher support, family cohesion, and peer support) in shaping students' school engagement. However, inconsistent findings were documented. Furthermore, the underlying mechanism between perceived social support and school engagement lacks investigation. Therefore, informed by the bioecological model and the process model of interpersonal strategies, this longitudinal study examined (a) whether three sources of perceived social support (i.e., teacher support, family cohesion, and peer support) at Time 1 were associated with school engagement at Time 2 both directly and indirectly through emotion regulation (i.e., cognitive reappraisal and expressive suppression) at Time 2 and (b) whether such pathways differentiated between non-left-behind adolescents and left-behind adolescents (LBA), with left behind being a unique cultural phenomenon in rural China. Structural equation modeling was employed to test the multiple mediation models among 3,043 Chinese rural adolescents (46.86% boys; <i>M</i>_age = 15.82 years, <i>SD</i> = 1.56) in two rural boarding schools in Guizhou and Gansu province. In the overall sample, (a) cognitive reappraisal fully mediated the association between teacher support and school engagement. (b) Family cohesion was positively associated with school engagement, while the indirect effects were not significant. Different pathways were revealed in non-left-behind adolescents and left-behind adolescents. (c) Peer support had no direct or indirect effect on school engagement. This study contributes to the understanding of how social-emotional processes influence school engagement and informs culturally responsive strategies and practices that enhance school engagement. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"554-565"},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819781","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":"The common element of test taking: Reading and responding to questions.","authors":"Scott P Ardoin, Katherine S Binder, Christina Novelli, Peter L Robertson","doi":"10.1037/spq0000671","DOIUrl":"10.1037/spq0000671","url":null,"abstract":"<p><p>Taking a reading comprehension (RC) test is a goal-oriented task, with the goal of answering questions correctly. We assume the number of questions students correctly answer represents their ability to engage successfully in the RC processes necessary to understand texts. Students, however, use various test-taking strategies, some of which negatively impact passage comprehension. The present study used eye-tracking procedures to measure what students do when reading the one part of the tests that all students must read to perform well on an RC test, the questions. Participants included 248 third-, fifth-, and eighth-grade students who read six texts and responded to associated questions while researchers recorded their eye movements. Eye-movement records were used to code students' test-taking strategy and measure the time students spent reading multiple-choice questions and each response option. Students were also administered a measure of reading achievement. Analyses suggest eye movements on multiple-choice questions were associated with reading achievement, and the challenges less-skilled readers experience with texts are also present when reading in the question region. Differences in strategies and processes do not only occur in the text region. Therefore, researchers and practitioners should pay increased attention to the strategies that are taught and used by students when reading and responding to RC questions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"607-613"},"PeriodicalIF":1.8,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482705","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":"School psychology practicum and internship: Exploring Asian and Asian American students' experience.","authors":"Jiayi Wang, Julieta Marquez, Cixin Wang, Wenxi Yang, Yi Ding","doi":"10.1037/spq0000708","DOIUrl":"10.1037/spq0000708","url":null,"abstract":"<p><p>The underrepresentation and unique challenges of Asian and Asian American graduate students in school psychology remain an underexplored area in the literature. This study explores the practicum and internship experiences of Asian and Asian American graduate students in school psychology, focusing on their unique challenges, protective factors, and recommendations for improvement. Using qualitative methods guided by AsianCrit theory, interviews with 15 participants revealed pervasive racialized experiences, including microaggressions, stereotypes, and discrimination, which negatively impacted their confidence, well-being, and performance. Participants highlighted barriers such as cultural differences, limited integration into practicum sites. Protective factors included cultural humility, bilingual skills, and support from supervisors, peers, and faculty. Participants emphasized the importance of fostering inclusive practicum environments, addressing racial inequities, and enhancing culturally responsive training in school psychology programs. Discussion and practical implications were provided to better support Asian and Asian American students in their practicum and internship training. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981860","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":"Examining the effectiveness of a universal social-emotional learning program in second-grade classrooms.","authors":"James C DiPerna, Susan Crandall Hart, Pui-Wa Lei, Tianying Sun, Hui Zhao, Kyle Husmann, Xinyue Li","doi":"10.1037/spq0000704","DOIUrl":"10.1037/spq0000704","url":null,"abstract":"<p><p>The purpose of this preregistered cluster randomized trial was to examine the effectiveness of a universal social-emotional learning program when implemented under routine conditions in second-grade class-rooms. Thirty-nine teachers and 332 students from 13 elementary schools participated in the trial. Teachers randomly assigned to the treatment condition taught self-selected units from the Social Skills Improvement System Social-Emotional Learning Classwide Intervention Program (Elliott & Gresham, 2017) while control teachers continued with business as usual. Teacher-completed rating scales and independent observations were used to assess students' positive and negative social behaviors, and a three-level random-intercept model was used to analyze the data. Results did not yield any statistically significant main effects, and most effect sizes were small in magnitude. Although direct observations of lesson implementation indicated a relatively high level of fidelity, the number of complete units and lessons varied across classrooms. Training and support also varied depending on each school's typical practices. Findings suggest that typical implementation practices and approaches to support delivery of universal SEL programs are less likely to yield student outcomes similar to those observed when such programs are implemented with higher levels of training, support, dosage, and adherence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144857150","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 during morning meetings on kindergarten classwide behaviors.","authors":"Sandra M Chafouleas, Michael A Weiner, Jessica B Koslouski","doi":"10.1037/spq0000707","DOIUrl":"10.1037/spq0000707","url":null,"abstract":"<p><p>In this study, we examined the effects of Feel Your Best Self (FYBS) on classwide behavior. FYBS offers a flexible toolkit for teaching emotion regulation strategies that can be integrated into existing elementary classroom routines. Using an alternating treatment single case design, we investigated the effects of FYBS mini-lessons delivered during morning meeting compared to business-as-usual morning meeting on classwide behaviors in a kindergarten classroom. Results of systematic direct observation by external observers supported higher academic engagement and positive affect, and somewhat lower disruptive behavior, in the instructional period following morning meeting with FYBS mini-lessons. Results from direct behavior ratings completed by the classroom teacher were not as clear, with no differences noted for classwide frustration tolerance or flexibility. FYBS mini-lessons were delivered as intended and perceived as highly usable by the teacher. This study provides initial evidence that FYBS can be used to promote desirable classroom behavior and be integrated into existing classroom routines such as morning meetings. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823307","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":"Educators' top concerns about youth mental health: A multimethod brief report.","authors":"Gwendolyn M Lawson, Andrew Orapallo, Katherine S Kellom, Diya Nag, Lanelle Quzack, Aviele Koffler, Siobhan Leavy, Brittany Lourea-Waddell, John Reid, Jami F Young","doi":"10.1037/spq0000706","DOIUrl":"10.1037/spq0000706","url":null,"abstract":"<p><p>K-12 schools are well positioned to address rising mental health challenges among youth, and school and district staff (i.e., \"educators\") have important perspectives about youth mental health. There is a need for research to identify educators' specific areas of concern about youth mental health, particularly in the postpandemic context. The present study aimed to (a) identify the domains of student mental health that educators perceive as their top concerns and (b) describe how educators characterize their concerns within these domains. Quantitative and qualitative data were collected as part of a needs assessment regarding Tier I (universal prevention) and Tier II (targeted intervention) programming across the 48 public school districts within three counties in southeastern Pennsylvania eligible for a broader school mental health research initiative in these counties. First, 34 school district administrators completed a survey regarding their top priorities for student mental health within their district. Then, 39 district administrators and school staff (i.e., principals, teachers, student services staff) participated in semistructured interviews. We examined quantitative data descriptively and performed a conventional content analysis on qualitative data. Across both quantitative and qualitative results, educators identified anxiety as a top concern. Within this category, interviewees discussed anxiety related to the social and academic pressures of the school environment, performance anxiety, and perfectionism. Additionally, disruptive behavior, dysregulation, peer relationships, and trauma were also identified as top concerns. These results have implications for the selection and prioritization of mental health prevention and intervention programs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144823306","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}