School psychology (Washington, D.C.)最新文献_第5页

"They are aware; they choose to ignore it": The state of culturally responsive school practices through the lens of parents. "他们知道，但他们选择忽视"：从家长的视角看学校文化应对措施的现状。

School psychology (Washington, D.C.) Pub Date : 2024-09-19 DOI: 10.1037/spq0000641

Aijah K B Goodwin, Anna C J Long, Jennifer Vasquez, Sam F Allouche, Kennedi Boatner

{"title":"\"They are aware; they choose to ignore it\": The state of culturally responsive school practices through the lens of parents.","authors":"Aijah K B Goodwin, Anna C J Long, Jennifer Vasquez, Sam F Allouche, Kennedi Boatner","doi":"10.1037/spq0000641","DOIUrl":"https://doi.org/10.1037/spq0000641","url":null,"abstract":"There is a continuous push from researchers, accrediting bodies, and national education and behavioral health centers to address the safety, well-being, and success of our diverse student population in U.S. schools. However, several states are introducing or passing bills that ban or restrict culturally responsive practices in schools. The opposing views overshadow the importance of cultural responsiveness for children and the benefits of cultural responsiveness from the caregivers' perspective based on their lived experiences. Therefore, this study utilized phenomenological inquiry to gain caregivers' experiences of culturally responsive (and unresponsive) practices in their child(ren)'s preschool or elementary school. Interviews were conducted with 13 culturally diverse parents and caregivers from varying racial, ethnic, linguistic, religious, and financial backgrounds. An analysis of the interviews revealed six themes: (1) creating an inclusive and safe educational space, (2) establishing a parent-school alliance, (3) a need for cultural cognizance in the school community, (4) accommodation of religious and cultural holidays, (5) culture in the curriculum, and (6) equitable access to educational opportunities. This study reflects an essential step toward examining and incorporating the perspectives of parents and caregivers into our practice, research, and policy efforts for enhancing cultural responsiveness in schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302944","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 call to disrupt hetero- and cisnormativity (HetCisNorms) in school psychology with guidance from the adapting strategies to promote implementation reach and equity (ASPIRE) framework. 呼吁在学校心理学中打破异性恋和同性恋规范（HetCisNorms），并以促进实施范围和公平的调整战略（ASPIRE）框架为指导。

School psychology (Washington, D.C.) Pub Date : 2024-09-19 DOI: 10.1037/spq0000658

Sarah Kiperman, Carrie E Lorig, Eileen Cullen

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 : 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":"https://doi.org/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) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-19","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

Factors shaping Black caregivers' interest and participation in a university-church partnership program for youth mental health. 影响黑人照顾者对大学-教会青少年心理健康合作计划的兴趣和参与的因素。

School psychology (Washington, D.C.) Pub Date : 2024-09-19 DOI: 10.1037/spq0000646

Janise S Parker, Natoya Hill Haskins, Alexus McKoy, Jessica Nelms, Danielle Wright, Danielle Swanson, Bryan Wilkins

{"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":"https://doi.org/10.1037/spq0000646","url":null,"abstract":"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 initiated 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 sustained 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 thrive, 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) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-19","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}

引用次数: 0

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

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

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

{"title":"Development of the Cultural Adaptations Content Checklist: Measuring cultural adaptations to evidence-based psychological interventions for racial and ethnic minoritized youth.","authors":"Prerna G Arora, Kayla Parr, Kayla Staubi, Aaron Soo Ping Chow, Veronica Coriano, Courtney N Baker","doi":"10.1037/spq0000651","DOIUrl":"https://doi.org/10.1037/spq0000651","url":null,"abstract":"Disparities in mental health need and service use among racial and ethnic minoritized (REM) youth remain a pervasive public health concern in the United States. Cultural adaptations (CAs) have been put forth as a way to increase the cultural and contextual relevance of evidence-based psychological interventions (EBIs) to improve treatment outcomes among REM youth. Currently, no measure of CAs to EBIs for REM youth in the United States exists in the literature. Using a multistage method, this study sought to develop such a tool, the Cultural Adaptations Content Checklist (CACC). In a previous foundational study conducted via a systematic literature review, authors identified a comprehensive list of existing CAs. In the first two stages, we used a modified Delphi method as a part of which expert practice and research stakeholders (N = 17) provided feedback on CA types, definitions, and groupings via survey methodology. In the third stage, we conducted cognitive interviews with a subset of participants (n = 10) to assess participant comprehension of the CACC. The final CACC was developed and consists of 36 CA types organized into eight groups. Implications for use of the CACC in research and practice are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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

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

Meagan N Scott, Tai A Collins

{"title":"Fix your crown, queen: Evaluating the effects of a culturally enriched social-emotional learning intervention for Black girls.","authors":"Meagan N Scott, Tai A Collins","doi":"10.1037/spq0000663","DOIUrl":"https://doi.org/10.1037/spq0000663","url":null,"abstract":"Although much of the literature on disproportionality has focused on Black boys, Black girls are suspended at higher rates than girls of any other race due to the misconstrued ideology that Black girls are less innocent and feminine and more adultlike than their White counterparts. Culturally responsive interventions at the student level can support students' social, emotional, and behavioral well-being and improve their skills in navigating inequitable school systems. The purpose of the present study was to develop and implement a culturally enriched social emotional learning curriculum, titled Fix Your Crown, Queen, and evaluate the effects of the curriculum on Black girls' academic engagement during classroom instruction, inappropriate behaviors, office discipline referrals, social skill development, racial identity, and self-esteem. Results were mixed for academic engagement, office disciplinary referrals, and social skills development. Additional results found that racial identity was maintained at high levels, and there was a decrease in self-esteem. Based on these preliminary findings, more research is needed to evaluate the effectiveness of Fix Your Crown, Queen intervention on Black adolescent girls. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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

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

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

{"title":"Cultural adaptation and evaluation of a school-based positive psychology intervention among Chinese middle school students: A mixed methods program design study.","authors":"Chun Chen, Yuran Chen, Xiani Jia, Shuxin Lei, Chunyan Yang, Qian Nie, Bahr Weiss","doi":"10.1037/spq0000661","DOIUrl":"https://doi.org/10.1037/spq0000661","url":null,"abstract":"With the recognition of positive psychology within China, there is a pressing need for evidence-based positive psychology interventions (PPIs) tailored to the cultural context of Chinese schools. The goals of the present study were to (a) culturally adapt the Well-Being Promotion Program using the ecological validity model and (b) conduct a preliminary evaluation of its effectiveness. Within a randomized controlled trial, we collected data from 107 eighth-grade students randomly assigned to the intervention (n = 55) or control group (n = 52). A mixed methods approach was used, with analysis of covariance to assess program effectiveness, and content analyses of students' short-answer responses collected from the intervention group. Qualitatively, more than half of students reported having positive feelings and an increase in happiness due to the program. Quantitatively, the study found that the intervention was associated with a significant increase in adaptability, a subcategory of psychological suzhi, following the intervention. Gender breakdown revealed that the intervention had a significant positive effect on boys' cognitive quality, but not girls'. Additionally, it marginally impacted girls' self-management and boys' adaptability quality. However, caution is warranted in interpreting the quantitative results due to limitations, such as a small sample size and a relatively low response rate at Time 2. This pilot study contributes to the literature by bridging the gap between evidence-based PPIs developed in Western contexts and their culturally responsive implementation in Chinese schools. Consequently, the results should be considered as initial evidence warranting further examination of effectiveness, yet with significant potential to advance future cultural adaptations of PPIs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding depression and anxiety rates of school psychology graduate students. 了解学校心理学研究生的抑郁和焦虑率。

School psychology (Washington, D.C.) Pub Date : 2024-09-12 DOI: 10.1037/spq0000655

David M Hulac, Alexandra M Ryan, April Pratt, Jaden Nyberg, Stephanie Kriescher

{"title":"Understanding depression and anxiety rates of school psychology graduate students.","authors":"David M Hulac, Alexandra M Ryan, April Pratt, Jaden Nyberg, Stephanie Kriescher","doi":"10.1037/spq0000655","DOIUrl":"https://doi.org/10.1037/spq0000655","url":null,"abstract":"School psychology graduate students experience many risk factors for problems with mental health, including high workloads, financial distress, and challenging relationships with faculty that can exacerbate feelings of anxiety and depression. Although there have been studies that have investigated depression and anxiety amongst graduate students in general (Eisenberg et al., 2007) and health service psychology students in particular (Hobaica et al., 2021), there are reasons to believe that school psychology graduate students may have different experiences. To date, no research has been found investigating the depression and anxiety symptoms of graduate students in school psychology programs. A survey was sent to 194 school psychology training programs, and 291 graduate students completed it. Approximately one in four graduate students reported moderate to severe levels of depressive symptoms, while one in three reported moderate to severe levels of anxiety symptoms. These symptoms were significantly higher in graduate students identifying as lesbian, gay, bisexual, transgender, queer/questioning, and more identities, women, or reported being from a lower socioeconomic background. There were no differences in depression or anxiety symptoms between the type of program (i.e., doctoral or specialist) or years in program. Implications for trainers of school psychology are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302967","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

Depression and anxiety among K-12 teachers in the United States: A systematic review. 美国 K-12 教师的抑郁和焦虑：系统回顾。

School psychology (Washington, D.C.) Pub Date : 2024-09-12 DOI: 10.1037/spq0000666

Stephanie A Hooker, Barbara Olson-Bullis, Al Levin, Jeanette Y Ziegenfuss, Karen L Margolis, Rebecca C Rossom

{"title":"Depression and anxiety among K-12 teachers in the United States: A systematic review.","authors":"Stephanie A Hooker, Barbara Olson-Bullis, Al Levin, Jeanette Y Ziegenfuss, Karen L Margolis, Rebecca C Rossom","doi":"10.1037/spq0000666","DOIUrl":"https://doi.org/10.1037/spq0000666","url":null,"abstract":"Teachers experience high levels of stress and burnout; however, it is less clear whether teachers also experience high levels of depression and anxiety. The purpose of this systematic review was to describe the literature examining depression and anxiety among K-12 teachers in the United States, with a focus on (a) identifying factors that may be associated with and (b) describing interventions aimed at improving depression and/or anxiety among teachers. A literature search was conducted in January 2022 using APA PsycInfo, ERIC, CINAHL, Web of Science, and PubMed. Studies were eligible if they (a) measured U.S. K-12 teachers as an outcome; (b) measured teacher depression or anxiety; (c) were available in English; and (d) were published between 2000 and 2021. Two coders extracted key study information and assessed the risk of bias using the Newcastle-Ottawa scale for observational studies and the U.S. Preventive Services Task Force checklist for clinical trials. This review included 19 studies (10 cross-sectional, four longitudinal, and five interventions). Studies indicated that teachers may experience greater levels of depression and anxiety than the general population. High perceived stress, poor coping skills, more student problem behaviors, and poor school climate were associated with greater depression and anxiety among teachers. Interventions achieved small to large reductions in depression and anxiety. This review suggests that several factors are related to depression and anxiety among teachers and is limited by the few studies that met the inclusion criteria. Interventions that use multilevel approaches to improve teacher mental health may be needed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302948","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

School readiness profiles: Does the quality of preschool education matter? 入学准备概况：学前教育质量重要吗？

School psychology (Washington, D.C.) Pub Date : 2024-09-12 DOI: 10.1037/spq0000652

Marilia Mariano, Erika Felix, Marcos V V Ribeiro, Jacy Perissinoto, Clara Brandão de Ávila, Maria Conceição do Rosário, Thiago M Fidalgo, Rosa Resegue, Zila M Sanchez, Pamela J Surkan, Silvia S Martins, Sheila C Caetano

引用次数: 0