School psychology (Washington, D.C.)最新文献_第8页

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

School personnel well-being: Advancing measurement, best practices, and policy. Section 2: Role of traumatic experiences in educator well-being. 学校工作人员的福祉：推进测量、最佳实践和政策。第 2 部分：创伤经历在教育工作者福祉中的作用。

School psychology (Washington, D.C.) Pub Date : 2024-09-01 DOI: 10.1037/spq0000670

Linda A Reddy, Keith C Herman

引用次数: 0

Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment. 确定教育工作者需要什么来支持学校的创伤知情实践：社区需求评估。

School psychology (Washington, D.C.) Pub Date : 2024-09-01 Epub Date: 2024-02-08 DOI: 10.1037/spq0000621

Karina M Aragón, Alice C Mullin, Erika D Felix, Olivia Appel, Jill D Sharkey

{"title":"Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment.","authors":"Karina M Aragón, Alice C Mullin, Erika D Felix, Olivia Appel, Jill D Sharkey","doi":"10.1037/spq0000621","DOIUrl":"10.1037/spq0000621","url":null,"abstract":"Educators are often on the frontline of supporting the well-being of their students. Thus, it is critical to ask teachers what they need in regard to implementing trauma-informed practices in schools (TIPS). This mixed-methods, community-initiated needs assessment explored educators' well-being and use of trauma-informed resources. A random selection of 450 certificated school staff from two school districts was invited to participate. Educators (n = 178; 39.5% response rate) completed a survey, and four focus groups were conducted (n = 14) to obtain feedback on factors affecting the use of TIPS. Descriptive statistics and logistic regression analyses were used to determine the factors most related to resource use. Teachers reported strong well-being and low levels of secondary traumatic stress, but high levels of burnout. Themes from the focus groups highlight administrator actions that can improve teacher well-being. Teachers rated their most used resources as a list of mental health resources, virtual-guided wellness activities, and opportunities to connect with others, whereas the most helpful were opportunities to connect with others, in-person-guided wellness activities, and training to identify students who may need support. Teacher well-being and school climate achieved traditional significance values for predicting teacher use of resources; however, they did not reach the Bonferroni-adjusted significance value. Results from this needs assessment indicate that teachers wanted resources to adequately respond to their own and their students' mental well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"520-529"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708776","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' psychological stress and wellbeing during a pandemic: Exploring latent profiles. 大流行期间教师的心理压力和幸福感:探索潜在特征。

School psychology (Washington, D.C.) Pub Date : 2024-09-01 Epub Date: 2023-11-16 DOI: 10.1037/spq0000598

Cassandra A Gearhart, Christopher J McCarthy, Richard G Lambert

{"title":"Teachers' psychological stress and wellbeing during a pandemic: Exploring latent profiles.","authors":"Cassandra A Gearhart, Christopher J McCarthy, Richard G Lambert","doi":"10.1037/spq0000598","DOIUrl":"10.1037/spq0000598","url":null,"abstract":"Teacher stress is at an all-time high. The COVID-19 pandemic created unprecedented challenges for teachers, which resulted in a record number of teachers intending to leave the classroom citing stress as a contributing factor. Understanding teachers' positive and negative psychological experiences, or well-being, during the height of the COVID-19 pandemic will inform teacher wellness interventions intended to keep teachers in the classroom. Two hundred forty-six teachers from a suburban school district participated in a survey of well-being indicators, including affect, perceived stress, teaching self-efficacy, and preventive coping. A latent profile analysis identified four patterns of well-being: strained, resilient, lower teaching self-efficacy, and lower emotional well-being. While many teachers were resilient during the crisis, approximately two-thirds experienced global or isolated areas of strain. Additionally, the Classroom Appraisal of Resources and Demands-Revised, a theory-driven assessment of teachers' workplace appraisal of demands and resources, was associated with teachers' strained and resilient well-being profiles, making it a suitable screening tool for these groups. Layered screening and tailored intervention, based on teachers' well-being patterns, may help minimize teacher attrition during and postcrises. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"475-487"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136400716","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

Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit. 教师暴力与焦虑和压力：预测转学和辞职意向。

School psychology (Washington, D.C.) Pub Date : 2024-09-01 Epub Date: 2023-12-14 DOI: 10.1037/spq0000595

Susan D McMahon, Taylor Swenski, Kailyn Bare, Alberto Valido, Safa Asad, Linda A Reddy, Ron A Astor, Dorothy L Espelage, Eric M Anderman, Andrew Martinez, Frank C Worrell, Marlo Knapp-Fadani

{"title":"Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit.","authors":"Susan D McMahon, Taylor Swenski, Kailyn Bare, Alberto Valido, Safa Asad, Linda A Reddy, Ron A Astor, Dorothy L Espelage, Eric M Anderman, Andrew Martinez, Frank C Worrell, Marlo Knapp-Fadani","doi":"10.1037/spq0000595","DOIUrl":"10.1037/spq0000595","url":null,"abstract":"Teacher well-being and experiences of violence have become issues of national concern, and teacher shortages have increased since the onset of COVID-19. In this national study, we examined verbal and physical violence against teachers from multiple aggressors and the role of anxiety and stress in predicting intentions to transfer positions or quit the profession. The majority of the sample of 9,370 pre-Kindergarten-12th grade teachers was White (79%) and female (79%). Descriptive analyses revealed that 25% of teachers reported intentions to transfer schools and 43% of teachers reported intentions to quit teaching. Structural equation model results indicated pre-COVID-19 verbal and threatening violence from students, parents, colleagues, and administrators predicted teacher anxiety and stress and intentions to transfer schools (R² ranged from .18 to .23) and quit the profession during COVID-19 (R² ranged from .34 to .36). Anxiety and stress significantly mediated the relation between verbal and threatening violence across all aggressors and teacher intentions to transfer schools and quit the profession. Physical violence from certain aggressors predicted anxiety and stress and intention to transfer schools (R² ranged from .15 to .18) and quit the profession (R² ranged from .32 to .34). Further, teacher and school characteristics, such as identifying as a person of color and teaching at the middle and high school levels, were associated with greater intentions to transfer schools and quit the profession. Implications for school-based research, practice, and policy are discussed to address violence and promote positive work and learning environments for all school stakeholders. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"530-544"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11846623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138814971","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

Mindful discipline: A pilot study exploring mindfulness and the reduction of punitive discipline for Black male students. 正念管教：一项探索正念与减少黑人男生惩罚性纪律的试点研究。

School psychology (Washington, D.C.) Pub Date : 2024-07-25 DOI: 10.1037/spq0000654

Lindsay E Romano

{"title":"Mindful discipline: A pilot study exploring mindfulness and the reduction of punitive discipline for Black male students.","authors":"Lindsay E Romano","doi":"10.1037/spq0000654","DOIUrl":"https://doi.org/10.1037/spq0000654","url":null,"abstract":"Racial disparities in school discipline are well known and widely studied. Studies find, for instance, that Black students in secondary grades experience the highest rates of exclusionary punishment compared with their peers (Losen, 2018). Despite what is known about the prevalence and causes of disparities, such as educator bias in discipline decisions, there is surprisingly little evidence about how to effectively shift these disparities in schools. This pilot study attempts to address this, exploring whether a brief mindfulness-based intervention for teachers may reduce the impacts of racial bias on their interpretations of behavior and subsequent recommendations for discipline after reviewing a vignette depicting a Black male adolescent. The effects of the mindfulness exercise on participants' interpretations and recommendations were examined through regression, and findings indicate a significant main effect of the treatment on both indicators. The preliminary findings of this exploratory study suggest that brief mindfulness training may help to reduce the impacts of racial bias on discipline decisions for Black students. Implications for both research and practice 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":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141763164","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

Supporting implementation of culturally responsive teaching in a therapeutic setting. 支持在治疗环境中实施文化适应性教学。

School psychology (Washington, D.C.) Pub Date : 2024-07-25 DOI: 10.1037/spq0000638

Lindsay M Fallon, Diana P Laenen, Julia Kausel, Ryan Sunda, Andrea Molina Palacios, Emily Romero

引用次数: 0

Assessing attention-deficit/hyperactivity disorder-related impairment: Differential item functioning based on child demographic characteristics. 评估与注意力缺陷/多动障碍有关的损伤：基于儿童人口统计学特征的差异项目功能。

School psychology (Washington, D.C.) Pub Date : 2024-07-25 DOI: 10.1037/spq0000643

Eliana Rosenthal, Qiong Fu, George J DuPaul, Robert Reid, Arthur D Anastopoulos, Thomas J Power

{"title":"Assessing attention-deficit/hyperactivity disorder-related impairment: Differential item functioning based on child demographic characteristics.","authors":"Eliana Rosenthal, Qiong Fu, George J DuPaul, Robert Reid, Arthur D Anastopoulos, Thomas J Power","doi":"10.1037/spq0000643","DOIUrl":"https://doi.org/10.1037/spq0000643","url":null,"abstract":"Although numerous studies have examined how child demographic characteristics may impact ratings of attention-deficit/hyperactivity disorder (ADHD) symptoms, there is limited research on how these factors are related to ratings of impairment. This study examined child characteristics (assigned sex, age, race, ethnicity) that may affect parent and teacher ratings of ADHD symptom-related impairments in relationships with family and/or teacher, peer relationships, behavior disruption, academic impairment, homework performance, and self-esteem. The study was conducted using independent U.S. national samples of parents (n = 2,075) and teachers (n = 1,070). Informants rated impairments related to inattention and hyperactivity-impulsivity using the ADHD Rating Scale-5. Rasch analyses were used to examine differential item functioning in relation to child characteristics. Separate analyses were conducted for inattention- and hyperactivity-impulsivity-related impairment for both the parent and teacher samples. For teacher ratings, only two items (behavior disruption, homework impairment) demonstrated differential item functioning with intermediate or large effect sizes (≥ .426 logits) in relation to any child characteristic; whereas for parent ratings, all six items displayed differential item functioning with at least intermediate effect sizes in relation to one or more child characteristics. The findings indicated several areas in which child characteristics may have an impact on ratings of ADHD-related impairment, particularly based on parent ratings, which have potential implications for the diagnostic assessment of ADHD and highlight the need for further 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":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141763106","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

Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation. 自闭症和智障跨专业教育：计划说明和初步评估。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-09-07 DOI: 10.1037/spq0000570

Johanna R Price, Karena Cooper-Duffy, Billy T Ogletree, Jonathan M Campbell, Amy J Rose, Machelle Cathey, Kong Chen

{"title":"Interprofessional education on autism and intellectual disabilities: Program description and initial evaluation.","authors":"Johanna R Price, Karena Cooper-Duffy, Billy T Ogletree, Jonathan M Campbell, Amy J Rose, Machelle Cathey, Kong Chen","doi":"10.1037/spq0000570","DOIUrl":"10.1037/spq0000570","url":null,"abstract":"Project INTERprofessional Autism Collaborative Training (INTERACT) is an interprofessional education program designed to prepare graduate students in psychology, special education, and speech-language pathology to work with autistic children with moderate to severe intellectual disabilities. The rising prevalence of autism, coupled with increased appreciation for interprofessional approaches to service delivery, indicates the need for university training programs to prepare graduate students to work interprofessionally with this population; yet descriptions of such programs and their effectiveness are not reported in the literature. In this article, we explain the process through which an interprofessional faculty team developed Project INTERACT, describe the sequence of coursework and team-based clinical experiences that comprise the program, and present preliminary data regarding its effectiveness. Twenty-four graduate students in psychology, special education, and speech-language pathology participated in this quantitative study. We report results from three rating scales that participants completed at program entry, midpoint, and program exit. Participants endorsed positive attitudes toward interprofessional practice and demonstrated high levels of knowledge about autism. Self-rated knowledge and abilities in interprofessional practice increased significantly by program exit. Project INTERACT scholars developed knowledge and skills related to understanding, assessing, and treating autistic children with intellectual disabilities, through the lens of team-based interprofessional collaboration. We discuss implications for practice with Project INTERACT. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"419-432"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10171832","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

Interprofessional collaboration: Ethical considerations for school psychologists. 跨专业合作：学校心理学家的伦理考虑。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-10-30 DOI: 10.1037/spq0000581

Tiffany Chenneville, Morgan Haskett, Eric Sumpter, Serena Wasilewski

{"title":"Interprofessional collaboration: Ethical considerations for school psychologists.","authors":"Tiffany Chenneville, Morgan Haskett, Eric Sumpter, Serena Wasilewski","doi":"10.1037/spq0000581","DOIUrl":"10.1037/spq0000581","url":null,"abstract":"To meet the diverse needs of school-aged children, school psychologists often must collaborate with other professionals within and outside the school setting. Despite potential benefits, challenges exist related to interprofessional collaboration, including ethical challenges. This article explores some of the most salient ethical dilemmas that school psychologists are likely to face when collaborating with other professionals. Specifically, ethical issues related to competence, multiple relationships, informed consent/assent, privacy/confidentiality, assessment, and therapy are examined. Using vignettes, recommendations for navigating common ethical issues that may arise when engaging in interprofessional collaboration are offered. Suggestions are contextualized within the ethical principles and standards outlined in the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct (2017) and the National Association of School Psychologists Professional Standards (2020), which includes the Principles for Professional Ethics. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"433-443"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71415845","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