School psychology (Washington, D.C.)最新文献_第9页

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

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

PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools. PlanoUp!低收入中学青少年抑郁症识别与治疗试点项目。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 DOI: 10.1037/spq0000622

Jacqueline R Anderson, Karabi Nandy, Nancy J Potter, Jennifer L Hughes, Farra Kahalnik, Ronny Pipes, Jana Hancock, Tracy L Greer, Alexandra Kulikova, Joshua S Elmore, Taryn L Mayes, Madhukar H Trivedi

{"title":"PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools.","authors":"Jacqueline R Anderson, Karabi Nandy, Nancy J Potter, Jennifer L Hughes, Farra Kahalnik, Ronny Pipes, Jana Hancock, Tracy L Greer, Alexandra Kulikova, Joshua S Elmore, Taryn L Mayes, Madhukar H Trivedi","doi":"10.1037/spq0000622","DOIUrl":"https://doi.org/10.1037/spq0000622","url":null,"abstract":"Rates of depression in youth are continuing to increase at a steady rate, yet these youth often do not receive mental health services (Bertha & Balázs, 2013; Thomas et al., 2011). Schools are an ideal setting to connect youth to mental health services; however, many barriers exist with respect to schools having adequate resources and access to the appropriate levels of services (Duong et al., 2021; Owens & Peltier, 2002). Schools may collaborate with local community providers with available resources to address these gaps. The current article describes the pilot of a school-based mental health promotion program intended to reduce depression in youth by promoting access to care through referrals to community providers. Data were collected, via self-report measures, every 3 months for 12 months from students from three middle and high schools in North Texas. The students (N = 88) enrolled in this program experienced significant reductions in their depression symptoms at the end of 12 months. This program highlights the importance of school-community partnerships to promote access to care to address mental health concerns. The results from our pilot study demonstrate the feasibility and the potential of school-based programs in improving the mental health of youth in schools through community partnership. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":"39 4","pages":"377-386"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560531","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

Importance, quality, and engagement: School mental health providers' perceptions regarding within-district transition care coordination practices. 重要性、质量和参与度：学校心理健康服务提供者对区内过渡护理协调实践的看法。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-09-04 DOI: 10.1037/spq0000569

Malena A Nygaard, Tyler L Renshaw, Heather E Ormiston, Jack Komer, Austin Matthews

{"title":"Importance, quality, and engagement: School mental health providers' perceptions regarding within-district transition care coordination practices.","authors":"Malena A Nygaard, Tyler L Renshaw, Heather E Ormiston, Jack Komer, Austin Matthews","doi":"10.1037/spq0000569","DOIUrl":"10.1037/spq0000569","url":null,"abstract":"Although care coordination (CC; i.e., the organization of care activities between professionals to facilitate appropriate service delivery; McDonald et al., 2007) has yet to be studied extensively within schools, preliminary research suggests coordinating school mental health supports can be beneficial (Francis et al., 2021) and that interprofessional and interagency collaboration is warranted to meet student needs (McClain et al., 2022). We examined the perceptions of school mental health providers (SMHPs) regarding importance, quality, and engagement with within-district transition CC practices within a multitiered system of support framework. Participants were 163 SMHPs who endorsed being involved in designing, providing, or implementing mental health services in a U.S. school district. The three scales used to measure engagement with CC practices were based on the Care Coordination Measures Atlas (McDonald et al., 2014) and were found to have promising preliminary psychometrics. Descriptive statistics indicated SMHPs endorsed CC as very important but perceived school and district personnel to view it as less important, reported their own quality of CC was slightly above that of their school and district, and regularly engaged in broad CC practices. Moreover, bivariate correlations indicated SMHP's personal views of CC importance were not associated with the quality of school and district CC, yet engagement in broad CC activities was associated with transition facilitation practices, and attitudes about CC were associated with engagement in broad CC activities. Implications of findings are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"366-376"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10154017","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

Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses. 加强跨专业跨机构合作，帮助少数民族和低收入慢性病儿童。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2024-06-13 DOI: 10.1037/spq0000632

Karen C Stoiber, Christie A Ruehl, Kyle K Landry, Alex A Smith, Cheryl L Brosig

{"title":"Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses.","authors":"Karen C Stoiber, Christie A Ruehl, Kyle K Landry, Alex A Smith, Cheryl L Brosig","doi":"10.1037/spq0000632","DOIUrl":"10.1037/spq0000632","url":null,"abstract":"Children with chronic illnesses present unique health, psychosocial, and learning challenges. Due to the complexities surrounding their needs, these children and their families often encounter multilayered barriers when accessing educational services and health care management. Medical-family-school interprofessional interagency collaborations (IIC) are needed to facilitate information sharing across institutions, treatment alignment among care partners, and equitable and high-quality school-based service delivery. This article presents a novel hospital-based school consultative liaison service, the Educational Achievement Partnership Program (EAPP), which conducts IIC with the families, schools, hospitals, and community care partners of children with chronic illnesses. We explore disproportionalities in IIC services among low-income and racially/ethnically minoritized children and examine ways to increase IIC service access and utilization. Results demonstrate that systematic changes targeting in-person communication with families significantly increased minoritized and low-income children's EAPP participation. Despite this increase, differences occurred between minoritized and White children's utilization through all stages of EAPP service delivery. These results underscore the importance of ongoing IIC service evaluation to examine the effectiveness of implementation components. We discuss implications and highlight opportunities for similar medical-family-school IIC under a school psychologist-led medical liaison consultative approach. We conclude that IIC is best fostered through innovations in communication models, graduate training, practice, and research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"395-406"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141312507","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

Improving student outcomes through interprofessional and interagency collaboration. 通过跨专业和跨机构合作提高学生成绩。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 DOI: 10.1037/spq0000653

Maryellen Brunson McClain, Jeffrey D Shahidullah, Bryn Harris

引用次数: 0