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

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

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

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

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":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11927438/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9937147","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

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

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