School psychology (Washington, D.C.)最新文献_第7页

Culturally responsive adaptations to evidence-based interventions for Black adolescents. 针对黑人青少年的循证干预措施的文化适应性适应。

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":"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

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

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

Randomization in single-case design experiments: Addressing threats to internal validity. 单例设计实验中的随机化：解决对内部有效性的威胁。

IF 1.8

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":1.8,"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

Using mixed methods to improve understanding and advancement of mixed methods research in school psychology. 运用混合方法提高对混合方法在学校心理学研究中的认识和进步。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-02-17 DOI: 10.1037/spq0000684

Jiayi Wang, Eui Kyung Kim, John C Begeny, Weihong Yuan, Riley Schaner

{"title":"Using mixed methods to improve understanding and advancement of mixed methods research in school psychology.","authors":"Jiayi Wang, Eui Kyung Kim, John C Begeny, Weihong Yuan, Riley Schaner","doi":"10.1037/spq0000684","DOIUrl":"10.1037/spq0000684","url":null,"abstract":"Mixed methods research (MMR) is in the beginning stage in the field of school psychology. More awareness and deeper understanding are needed for the advancement of MMR in school psychology. Using a partially mixed qualitative-dominant convergent mixed methods design, this study collected survey and interview data from researchers with experience conducting and publishing MMR studies in school psychology journals. Findings include participants' sharing of their graduate training of MMR, rationales for conducting MMR, the relationship between MMR training and publication, researchers' perceptions and experiences conducting and publishing MMR, as well as recommendations for different stakeholders (e.g., scholars, graduate students and training programs, journal editors and reviewers) in engaging and developing MMR. The results also revealed diverse training approaches in MMR, such as learning through collaboration with senior mixed methods researchers or engaging in structured professional development. Implications for advancing MMR in school psychology were provided based on the researchers' input in this study and previous scholarships. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442864","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

Poisson regression is the best method to analyze cumulative adverse childhood experiences. 泊松回归是分析儿童期累积不良经历的最佳方法。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-02-13 DOI: 10.1037/spq0000686

Scott A Stage, Kathleen G Kilmartin

{"title":"Poisson regression is the best method to analyze cumulative adverse childhood experiences.","authors":"Scott A Stage, Kathleen G Kilmartin","doi":"10.1037/spq0000686","DOIUrl":"10.1037/spq0000686","url":null,"abstract":"A cumulative count of adverse childhood experiences (ACEs) is associated with poor physical and mental health in adults and more recently associated with poor school performance and behavioral problems in children, although typically analyzed with binary logistic and linear regression models that may inaccurately bias the results. This study compared the results of a Poisson regression model with three binary logistic regression models of ACEs (i.e., 2-ACEs, 3-ACEs, and ≥ 4-ACEs) as well as two multiple linear regression models using ACEs as independent variables to predict children's internalizing and externalizing problem behaviors. We used 4,690 children's data from the Fragile Families and Child Wellbeing Study: a stratified, multistage sample of children born in large U.S. cities between 1998 and 2000, where births to unmarried mothers were oversampled. The children were 47.6% Black, 27.3% Latinx, and 21.1% White, and 4% were reported as other. Results showed that the Poisson regression model best fit the data compared to the logistic regression models based on comparisons of scatterplots of standardized deviance residuals. Results compared to the literature showed the Poisson and ≥ 4-ACEs model were comparable; however, the ≥4-ACEs model overpredicted negative outcomes for four or more ACEs and underpredicted negative outcomes for three or less ACEs. In addition, multiple linear regression results showed enhanced ACEs effects as suppressor variables. Poisson regression is considered the best method to analyze cumulative ACEs as the other methods yield biased results. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416356","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

Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach. 移民出身青年教育工作者的青少年心理健康急救：虚拟交付方法的混合方法评估。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-02-13 DOI: 10.1037/spq0000687

Olivia Kit Chooi Khoo, Prerna G Arora, Dennis De Guzman Caindec, Sonali Rajan, Cindy Y Huang

{"title":"Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach.","authors":"Olivia Kit Chooi Khoo, Prerna G Arora, Dennis De Guzman Caindec, Sonali Rajan, Cindy Y Huang","doi":"10.1037/spq0000687","DOIUrl":"10.1037/spq0000687","url":null,"abstract":"Immigrant-origin youth (IOY) are a growing population within the United States with a high risk of mental health challenges as a consequence of unique stressors and risk factors, disparities in access to mental health services, and disproportionate distress associated with the COVID-19 pandemic. This study examined the effectiveness, utility, acceptability, and cultural fit of the virtual Youth Mental Health First Aid (YMHFA) training program for school staff who work with IOY. Educators and school staff working predominantly with IOY (n = 36) attended a standard virtual YMHFA, completed surveys at pretraining, posttraining, and 3-month follow-up, and participated in virtual focus groups at posttraining. Results revealed significant improvements in mental health knowledge (d = .48), confidence to help (d = .70), and attitudes toward mental illness (d = .35) that were sustained at 3-month follow-up. The content and format of the virtual training was highly rated in its utility and acceptability. Qualitative themes related to virtual YMFHA's general utility and acceptability, perceptions of its cultural relevance, and recommendations to improve the cultural relevance of YMHFA were identified. Based on these results, several implications for implementation of YMHFA training in schools, improving the training's cultural relevance for helping IOY in schools, and future directions in research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416361","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 adolescent mental health symptom progression in school-based settings: The Substance Use and Risk Factors (SURF) longitudinal survey. 了解以学校为基础的青少年心理健康症状进展：物质使用和风险因素（SURF）纵向调查。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-02-10 DOI: 10.1037/spq0000681

Meghan A Costello, Michael Pascale, Kevin Potter, Sarah J Knoll, Alec Bodolay, Jasmeen Kaur, Rosie Du, Lauren Greenspan, Caroline A Gray, Joseph McIntyre, Randi M Schuster

{"title":"Understanding adolescent mental health symptom progression in school-based settings: The Substance Use and Risk Factors (SURF) longitudinal survey.","authors":"Meghan A Costello, Michael Pascale, Kevin Potter, Sarah J Knoll, Alec Bodolay, Jasmeen Kaur, Rosie Du, Lauren Greenspan, Caroline A Gray, Joseph McIntyre, Randi M Schuster","doi":"10.1037/spq0000681","DOIUrl":"10.1037/spq0000681","url":null,"abstract":"The adolescent mental health crisis has prompted a need for an improved understanding of developmental trajectories of psychopathology to promote understanding of risk and protective factors and bolster prevention and intervention efforts. The present study describes the Substance Use and Risk Factors Survey, a universal screener of mental health, substance use, and school and contextual factors administered in public middle and high schools in Massachusetts (N₂₀₂₀ = 3,522, N₂₀₂₁ = 6,484, N₂₀₂₂ = 23,915). Using a seven-question linking code approach, a subset of students were longitudinally linked across administrations (N2020-2022 = 563, 58% female sex, 30.4% minoritized racial/ethnic identity, Mage = 13.2 years; N2021-2022 = 1,545, 51% female sex, 28.9% minoritized racial identity, Mage = 14.3 years). Linking using minimally invasive questions such as the ones presented here may reduce risk, increase privacy, and offer a low-burden opportunity to link observations across time. This work aims to characterize longitudinal trajectories of mental health including substance use in large, community-based samples, as well as the individual-, school-, and community-level risk and protective factors that may modulate the expression of mental health symptoms over time. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12335605/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392726","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

Academic screening in middle school: Exploring bivariate and intraindividual relations in reading and math performance. 中学学业筛选：探讨阅读和数学成绩的双变量和个体关系。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2025-02-10 DOI: 10.1037/spq0000680

Kelly N Clark, Garret J Hall

{"title":"Academic screening in middle school: Exploring bivariate and intraindividual relations in reading and math performance.","authors":"Kelly N Clark, Garret J Hall","doi":"10.1037/spq0000680","DOIUrl":"10.1037/spq0000680","url":null,"abstract":"Early adolescence is a pivotal time for academic development; however, the vast majority of research on reading and math development within a multitiered system of support has been conducted among elementary students. Using triannual (Fall, Winter, Spring) academic screening data, we examined the transactional development of reading and math skills among sixth and seventh grade students (N = 1,693) using Bayesian longitudinal structural equation modeling (SEM). We find equivocal support for four of the five types of longitudinal SEMs tested (dual-change, linear change, proportional change, latent curve with structured residuals, and random-intercepts cross-lagged models). Stable between-person differences in math and reading (i.e., latent/random intercepts) are strongly correlated regardless of the modeling approach (r = .70-.77), consistent extensive prior research in this area. However, correlated growth processes at the between-person level and within-person transactional relations of math and reading were inconsistent across models. We discuss the practical implications of these findings as well as the methodological issues with detecting within-person instructional response in triannual screening. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392723","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

Associations between interpersonal contexts, positive emotions, and related experiences in school students: A systematic review of experience sampling studies. 在校学生的人际环境、积极情绪和相关经历之间的关联：对经验抽样研究的系统综述。

School psychology (Washington, D.C.) Pub Date : 2025-01-01 Epub Date: 2023-10-30 DOI: 10.1037/spq0000587

Martina E Mölsä, Anna K Forsman, Patrik Söderberg

{"title":"Associations between interpersonal contexts, positive emotions, and related experiences in school students: A systematic review of experience sampling studies.","authors":"Martina E Mölsä, Anna K Forsman, Patrik Söderberg","doi":"10.1037/spq0000587","DOIUrl":"10.1037/spq0000587","url":null,"abstract":"Studies investigating students' social interactions and related experiences have mostly relied on retrospective methodologies-techniques known to be subject to recall bias that threaten ecological validity. This article is the second part of a systematic review of experience sampling studies on students' social interactions. This article focuses on exploring associations between interpersonal contexts, positive emotions, and related experiences assessed by intensive repeated measurement techniques in naturalistic environments. A systematic literature search was conducted for experience sampling studies between 1996 and 2020. Details of the literature search process and results were reported in the companion (Part I) of the study (Mölsä et al., 2022; Frontiers in Psychology 2022; 13: 844698). Using a narrative synthesis, the associations of interpersonal contexts and positive emotionality in school students were analyzed. Findings suggest that school students experience higher levels of positive emotions during peer, teacher, and family interactions than when they are not being with someone. The overall findings indicate that positive emotionality in children and adolescents is dependent on the characteristics of the interpersonal contexts, although the multilevel associations vary. This review contributes to experience sampling research on students' social interactions. The systematic review concludes with discussion of the main findings, theoretical implications, and an analysis of limitations. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"36-44"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71415844","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