School psychology (Washington, D.C.)最新文献_第6页

Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis. 中国儿童自我认知维度与学业成绩之间的关系：跨滞后面板分析

School psychology (Washington, D.C.) Pub Date : 2024-09-12 DOI: 10.1037/spq0000667

Yujia Zhang, Qiyiru Dong, Bowen Xiao, Robert J Coplan, Jiyueyi Wang, Xuechen Ding

{"title":"Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.","authors":"Yujia Zhang, Qiyiru Dong, Bowen Xiao, Robert J Coplan, Jiyueyi Wang, Xuechen Ding","doi":"10.1037/spq0000667","DOIUrl":"https://doi.org/10.1037/spq0000667","url":null,"abstract":"The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; Mage = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (β = .08, p < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (β = .10, p < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (β = -.08, p < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (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":"142302964","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 : 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":"https://doi.org/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) 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":"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

Exploring a dual-factor mental health screening model with children in grades 5-10. 探索针对 5-10 年级儿童的双因素心理健康筛查模式。

School psychology (Washington, D.C.) Pub Date : 2024-09-12 DOI: 10.1037/spq0000669

Tyler L Renshaw, Sarah J Bolognino, Kelly N Clark

{"title":"Exploring a dual-factor mental health screening model with children in grades 5-10.","authors":"Tyler L Renshaw, Sarah J Bolognino, Kelly N Clark","doi":"10.1037/spq0000669","DOIUrl":"https://doi.org/10.1037/spq0000669","url":null,"abstract":"The dual-factor mental health (DFMH) model posits that mental health comprises two distinct yet interrelated dimensions: psychological distress and psychological well-being. This study used responses to a 10-item measure within a self-report risk survey to explore the prevalence rates and criterion validity of a DFMH screening model based on norm-referenced classifications with a nationally representative sample of U.S. children in Grades 5-10 (N = 5,949). Students' responses were classified into one of four possible DFMH statuses: complete mental health, troubled, symptomatic but content, or vulnerable. Results indicated most students were classified as complete mental health (71.2%), followed by symptomatic but content (13.2%), vulnerable (10.6%), and troubled (5.1%), respectively. Criterion validity findings showed students classified in the complete mental health group had the most beneficial concurrent outcomes across several academic, behavioral, and emotional indicators when compared with students in all other DFMH groups. Additionally, students in the symptomatic but content group demonstrated substantively better outcomes than both vulnerable and troubled students, whereas students in the vulnerable group had similar concurrent outcomes compared to those in the troubled group. Overall, results from this study provide further validity evidence supporting the interpretation and use of a DFMH screening model in schools with a nationally representative sample of elementary, middle, and high-school-aged youth. Implications and directions for future research 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":"142302950","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

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 : 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":"https://doi.org/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) 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":"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

Extending the healthy context paradox to nonintervention settings: Escalating problem behaviors among victimized social outliers. 将健康环境悖论扩展到非干预环境：受害的社会异常群体的问题行为升级。

School psychology (Washington, D.C.) Pub Date : 2024-09-09 DOI: 10.1037/spq0000662

Gintautas Katulis, Goda Kaniušonytė, Brett Laursen

{"title":"Extending the healthy context paradox to nonintervention settings: Escalating problem behaviors among victimized social outliers.","authors":"Gintautas Katulis, Goda Kaniušonytė, Brett Laursen","doi":"10.1037/spq0000662","DOIUrl":"https://doi.org/10.1037/spq0000662","url":null,"abstract":"It can be risky to be different. The healthy context paradox notes that a reduction in classroom bullying exacerbates problems for those who remain victimized (Huitsing et al., 2019). The present study extends this work by examining the costs associated with being a victimized social outlier [known also as a \"social misfit\" (Wright et al., 1986)] in (nonintervention) regular classroom settings, to determine whether students who are outliers in terms of classroom victimization respond with increasing adjustment problems. Participants were 706 public primary and middle school students (ages 9-14 years, Mage = 11.80, SDage = 1.13) in the United States (80 girls, 85 boys) and Lithuania (259 girls, 282 boys). Peer nominations of physical victimization and disruptiveness along with self-reports of physical victimization, conduct problems, and delinquent behavior were collected twice during an academic year (4 months apart). Longitudinal group actor-partner interdependence model analyses indicated that increases in adjustment problems over the course of the school year were a product of the degree to which a child was a victimized social outlier. Specifically, the discrepancy between individual victimization and classroom victimization norms at the beginning of the school year predicted increases in disruptiveness (d = -0.11), delinquent behavior (d = -0.10), and conduct problems (d = -0.08) from the beginning to the end of the school year. The results are consistent with the assertion that the risks of being a social outlier extend to those who stand apart in terms of their victimization experiences. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302952","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 qualitative examination of weapon violence against teachers: A theoretical framework and analysis. 对针对教师的武器暴力的定性研究：理论框架与分析。

School psychology (Washington, D.C.) Pub Date : 2024-09-01 Epub Date: 2024-05-23 DOI: 10.1037/spq0000635

Susan D McMahon, Kayleigh E Zinter, Cori L Cafaro, Yesenia Garcia-Murillo, Kailyn Bare, Elena Gonzalez Molina, Dorothy L Espelage, Eric M Anderman, Linda A Reddy

{"title":"A qualitative examination of weapon violence against teachers: A theoretical framework and analysis.","authors":"Susan D McMahon, Kayleigh E Zinter, Cori L Cafaro, Yesenia Garcia-Murillo, Kailyn Bare, Elena Gonzalez Molina, Dorothy L Espelage, Eric M Anderman, Linda A Reddy","doi":"10.1037/spq0000635","DOIUrl":"10.1037/spq0000635","url":null,"abstract":"Weapon violence in schools is a pressing concern with serious consequences. In this study, we propose and evaluate a theoretical framework of school-based weapon violence comprised of contributors, triggers, and motivation leading to weapon behaviors, taking into account weapon type, origin, and availability. This framework provides a foundation to investigate the multifaceted nature of weapon violence in schools. Specifically, we examine the weapon violence experiences of 417 U.S. teachers based on their reports of their most upsetting experiences with violence in their schools from various aggressors (i.e., students, parents, colleagues). Qualitative open-ended survey data were coded in NVivo after achieving strong interrater reliability (Gwet's agreement coefficient with first-order chance correction, AC₁ = .97; κ = .80), and analyses were guided by the proposed theoretical framework. Results indicated that individual, school, peer, family, and community conditions contributed to situational triggers (teacher or other school-stakeholder actions), and aggressor motivation was typically instrumental or expressive. The type and origin of weapons also played a role in weapon behaviors of carrying, threats, and usage. Aggressors often used readily available objects (e.g., chair, pencil) as weapons against teachers in addition to traditional weapons (e.g., knives, guns). Findings suggest that weapon violence in schools requires a broader conceptualization beyond traditional weapons and violence between students. This study advances our understanding of pathways to weapon behaviors for prevention and intervention. Implications of findings for school-stakeholder training and policies are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"450-462"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141083035","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

Correlates of adverse childhood experiences and secondary traumatic stress in school personnel. 学校工作人员童年不良经历和二次创伤压力的相关性。

School psychology (Washington, D.C.) Pub Date : 2024-09-01 Epub Date: 2023-12-14 DOI: 10.1037/spq0000604

Jerica Knox, Qiana Cryer-Coupet, Alexandrea R Golden, Jackie Cerda-Smith, Angela Wiseman, Sarah Barber, Mayra Gaona

{"title":"Correlates of adverse childhood experiences and secondary traumatic stress in school personnel.","authors":"Jerica Knox, Qiana Cryer-Coupet, Alexandrea R Golden, Jackie Cerda-Smith, Angela Wiseman, Sarah Barber, Mayra Gaona","doi":"10.1037/spq0000604","DOIUrl":"10.1037/spq0000604","url":null,"abstract":"While previous research has noted the large numbers of school personnel with exposure to potentially traumatic experiences and its relation to secondary traumatic stress, it is unclear how different patterns of adverse childhood experiences influence secondary traumatic stress. As such, the present study employed latent profile analysis to examine natural groups of adverse childhood experience (ACE) history in 218 school mental health professionals (65% female; 55% White, 17.9% Black; 39% early career, 34% midcareer, and 28% late career; Mage = 32.91) and 348 teachers (80% female; 80.5% White, 6.3% Black; 16% early career, 14% midcareer, and 70% late career; Mage = 41.03) to examine the magnitude of secondary traumatic stress. The present study also examined the moderating effect of trauma-informed practice efficacy on the relationship between ACE history latent profiles and secondary traumatic stress. Four latent profiles were revealed among school personnel: (a) low ACEs, (b) average ACEs (c) neglected, and (d) high ACEs. Additionally, trauma-informed practice efficacy did not moderate the relationship between ACEs history profiles and secondary traumatic stress. Implications include targeted approaches for helping school personnel decrease secondary traumatic stress. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"463-474"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138814961","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

Violence directed against teachers during the COVID-19 pandemic: A social-ecological analysis of safety and well-being. COVID-19 大流行期间针对教师的暴力行为：对安全和福祉的社会生态分析。

School psychology (Washington, D.C.) Pub Date : 2024-09-01 Epub Date: 2023-07-27 DOI: 10.1037/spq0000562

Linda A Reddy, Andrew Martinez, Andrew H Perry, Susan D McMahon, Dorothy L Espelage, Eric M Anderman, Ron A Astor, Frank C Worrell

{"title":"Violence directed against teachers during the COVID-19 pandemic: A social-ecological analysis of safety and well-being.","authors":"Linda A Reddy, Andrew Martinez, Andrew H Perry, Susan D McMahon, Dorothy L Espelage, Eric M Anderman, Ron A Astor, Frank C Worrell","doi":"10.1037/spq0000562","DOIUrl":"10.1037/spq0000562","url":null,"abstract":"Violence against teachers is a public health crisis that has devastating effects on school personnel well-being, health, and retention, as well as students' educational outcomes. In collaboration with national organizations, the American Psychological Association Task Force on Violence against Educators conducted the first national survey on educator victimization that included 4,136 pre-K through 12th-grade teachers from all 50 U.S. states and Puerto Rico during the pandemic. In the current study, 43.7% of teachers reported experiencing at least one verbal threat, physical assault, and/or property damage, with verbal threats being the most prevalent form of victimization during the pandemic. Using a social-ecological framework and logistic regression analyses, characteristics of teachers, school climate, and school organizational and community factors were examined as predictors of teacher victimization (i.e., verbal threats, physical, property violence) during the pandemic. Findings revealed that teacher role (i.e., special educators), negative and positive dimensions of school climate, as well as school organizational and community factors (i.e., percent of students receiving free and reduced lunch, instructional modality, school level, and urbanicity) significantly predicted greater teacher victimization. While findings revealed that in-person instruction significantly predicted teacher violence across aggressors, teacher victimization was reported across instructional modality (in-person, hybrid, remote). Results offer insights into possible contextual antecedents to teacher victimization, sense of safety, and well-being in schools. Implications for research and school practice are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"510-519"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9937147","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

Teachers survive together: Teacher collegial relationships and well-being during the COVID-19 pandemic. 教师共同生存：新冠肺炎大流行期间的教师-学院关系和福祉。

School psychology (Washington, D.C.) Pub Date : 2024-09-01 Epub Date: 2023-10-26 DOI: 10.1037/spq0000596

Elizabeth E Blair, Lia E Sandilos, Emmaline Ellis, Sabina Rak Neugebauer

{"title":"Teachers survive together: Teacher collegial relationships and well-being during the COVID-19 pandemic.","authors":"Elizabeth E Blair, Lia E Sandilos, Emmaline Ellis, Sabina Rak Neugebauer","doi":"10.1037/spq0000596","DOIUrl":"10.1037/spq0000596","url":null,"abstract":"COVID-19 disrupted the ecology of schools and negatively influenced teacher mental health and retention. This mixed-methods study investigates the relationship between teacher well-being and teacher collegial relationships after a year enduring COVID-19 pandemic disruptions. By analyzing data collected through surveys (N = 185) and interviews (N = 27) with U.S. teachers in Spring-Summer 2021, we explore how teacher collegial relationships influenced teacher well-being and unpack how teachers collaborated and supported each other during the pandemic. We find that positive teacher-teacher and teacher-administrator relationships were significantly associated with greater teacher well-being and that teacher-teacher relationships deepened as colleagues engaged in innovative and supportive pedagogical problem solving and provided emotional support, a \"silver lining\" in education that arose during the pandemic. By sharing and affirming stories of how teachers organized, collaborated, engaged in professional sensemaking, and supported each other's emotional health and resilience, educational leaders can help reaffirm this narrative of teacher collective strength. Moving forward, schools should also create more opportunities for deep teacher collaboration, taking advantage of this opportunity to intentionally build on teachers' growing skills, trust, and capacity to address broad organizational and curricular innovation together. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"499-509"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50164065","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

Addressing violence against educators: What do teachers say works? 解决针对教育工作者的暴力问题：教师认为什么有效？

School psychology (Washington, D.C.) Pub Date : 2024-09-01 Epub Date: 2023-10-30 DOI: 10.1037/spq0000576

Andrew H Perry, Andrew Martinez, Linda A Reddy, Susan D McMahon, Eric M Anderman, Ron Avi Astor, Dorothy L Espelage, Frank C Worrell

{"title":"Addressing violence against educators: What do teachers say works?","authors":"Andrew H Perry, Andrew Martinez, Linda A Reddy, Susan D McMahon, Eric M Anderman, Ron Avi Astor, Dorothy L Espelage, Frank C Worrell","doi":"10.1037/spq0000576","DOIUrl":"10.1037/spq0000576","url":null,"abstract":"School personnel safety and well-being have received increased attention via national outlets; however, research is limited. The current investigation is the first to examine the reported use and perceived effectiveness of commonly used school-based intervention approaches for addressing school violence, specifically violence against teachers in U.S. schools. A sample of 4,471 prekindergarten-12th grade teachers was asked to rate the use and perceived effectiveness of common school-based approaches, namely exclusionary discipline (e.g., suspensions), school hardening (e.g., metal detectors, school police), prevention (e.g., school climate improvement, social-emotional learning, classroom management), and crisis intervention practices (e.g., de-escalation, physical restraint) to address verbal/threatening, physical, and property violence against teachers. Findings revealed that teachers rated prevention practices as most effective in reducing violence against teachers. The use of exclusionary discipline and crisis intervention practices at school was positively associated with all three forms of violence. Ratings of the effectiveness of specific practices were associated with lower likelihoods of verbal/threatening (i.e., hardening, prevention), physical (i.e., exclusionary discipline, hardening, prevention), and property (i.e., hardening) violence. Implications for school practice, research, and policy are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"488-498"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11844353/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71415843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0