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

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

Collaborative mental health for children: Perspectives of school and clinical psychologists. 儿童心理健康合作：学校和临床心理学家的观点。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-12-14 DOI: 10.1037/spq0000603

Stephanie D'Costa, Patrice Leverett, Ashley Colson, Andy Garbacz

{"title":"Collaborative mental health for children: Perspectives of school and clinical psychologists.","authors":"Stephanie D'Costa, Patrice Leverett, Ashley Colson, Andy Garbacz","doi":"10.1037/spq0000603","DOIUrl":"10.1037/spq0000603","url":null,"abstract":"There is a need for increased collaboration between mental health providers who work with children and youth to increase continuity of care across settings. While schools can be an optimal location for mental health support, school psychologists often have to work with clinical providers given the increases in youth mental health needs and the shortage of school-based providers. This study used an online survey with a mixed-methods approach to understand the collaboration practices of school and clinical psychologists. A sample of 57 practitioners in the United States were asked to provide their perceptions of the roles of their interagency providers, their collaboration practices, and the benefits or barriers in the collaboration process. Findings indicated differences in providers' perceptions of the quality of assessments conducted and the importance of particular psychological practices to the roles of clinical and school psychologists. Content analysis of open-ended responses found that while providers acknowledge the benefits of collaboration there was distrust among providers. Implications for training programs and future research directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"353-365"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138814958","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

Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services. 应用社区医疗保健成果推广（ECHO）模式，促进合作和有效的学校心理健康服务。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2024-02-08 DOI: 10.1037/spq0000616

Michael D Lyons, Faith Zabek, Tameka O Grimes, Sarah K Downey, Julia V Taylor, Kathryn L Zeanah

{"title":"Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services.","authors":"Michael D Lyons, Faith Zabek, Tameka O Grimes, Sarah K Downey, Julia V Taylor, Kathryn L Zeanah","doi":"10.1037/spq0000616","DOIUrl":"10.1037/spq0000616","url":null,"abstract":"School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable. This study used mixed methods to evaluate how a set of training activities-sequential online learning modules combined with interprofessional telementoring, following the extension for community healthcare outcomes (ECHO) model-influenced provision of school mental health services. School counselors, nurses, psychologists, and social workers (n = 46) participated in training activities, which included nine, cohort-based ECHO sessions and 12 modules. We used a concurrent mixed methods design in which quantitative (implementation data and pre-post surveys) and qualitative (posttraining focus groups with a subset of participants, n = 11) data were used to evaluate training. Quantitative results indicated statistically significant pre-post improvements in participants' clinical self-efficacy (d = .83) and knowledge of evidence-based practices (d = .37). Qualitative data corroborated quantitative results. Post training, focus groups described positive reactions, learning, and behavior change, particularly with respect to equitable service provision and interprofessional teaming. ECHO appeared to facilitate the application of evidence-based strategies to real-life practice and improved participants' understanding of effective coordination of services. Taken together, findings suggest that group-based telementoring may be a high-impact strategy for supporting the implementation of effective, culturally specific, and collaborative school mental health services. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"407-418"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the interagency collaboration between a pediatric oncology health care setting and community schools. 探索儿科肿瘤医疗机构与社区学校之间的机构间合作。

School psychology (Washington, D.C.) Pub Date : 2024-07-01 Epub Date: 2023-08-10 DOI: 10.1037/spq0000566

Evan Rooney, Ayanna A Johnson, Sarah Klein, Niki Jurbergs, Anne Duvall, R Elyse Heidelberg, Brian S Potter, Jennifer Harman, Emily K Browne, Anna M Jones, Rachel T Webster

{"title":"Exploring the interagency collaboration between a pediatric oncology health care setting and community schools.","authors":"Evan Rooney, Ayanna A Johnson, Sarah Klein, Niki Jurbergs, Anne Duvall, R Elyse Heidelberg, Brian S Potter, Jennifer Harman, Emily K Browne, Anna M Jones, Rachel T Webster","doi":"10.1037/spq0000566","DOIUrl":"10.1037/spq0000566","url":null,"abstract":"Globally, approximately 400,000 youth are diagnosed with pediatric cancer each year. Treatment-related side effects, psychosocial challenges, and frequent school absences may adversely impact learning and the education experience among these youth. Efforts to enhance interagency collaboration between health care settings and community schools are imperative to facilitate school reintegration. The Standards for the Psychosocial Care of Children with Cancer and Their Families outline specific guidelines related to the continuity of education for students impacted by pediatric cancer. In particular, the Academic Continuity and School Reentry Support and Monitoring and Assessment of Neuropsychological Outcomes standards of care highlighted within this article align with extant programmatic efforts for transitioning hospitalized school-aged children back into community schools. This article aims to describe systematic programmatic efforts within hospital-based psychosocial programs that are consistent with the Standards for the Psychosocial Care of Children with Cancer and Their Families, as well as interagency collaboration with community schools to support student-centered education for youth impacted by pediatric cancer. Resources for school psychologists, teachers, hospital-based programs, and others involved in student-centered education for pediatric cancer patients and survivors are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"387-394"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9969847","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

"Let's talk about it": Black youths' perceptions on the development of a school-based social media campaign. "让我们来谈谈"：黑人青年对开展校内社交媒体活动的看法。

School psychology (Washington, D.C.) Pub Date : 2024-06-27 DOI: 10.1037/spq0000642

Hudson I White, David Aguayo, Asia K Smith, Monique L R Luisi, Lauren Ngowi, Chynna S McCall, Christa Copeland, Mingming Huang, Wendy M Reinke, Clark M Peters, Aaron M Thompson, Keith C Herman

{"title":"\"Let's talk about it\": Black youths' perceptions on the development of a school-based social media campaign.","authors":"Hudson I White, David Aguayo, Asia K Smith, Monique L R Luisi, Lauren Ngowi, Chynna S McCall, Christa Copeland, Mingming Huang, Wendy M Reinke, Clark M Peters, Aaron M Thompson, Keith C Herman","doi":"10.1037/spq0000642","DOIUrl":"https://doi.org/10.1037/spq0000642","url":null,"abstract":"The increase in social media mental health (MH) campaigns provides an opportunity to improve awareness and attitudes toward MH. However, racial disparities remain in these social media campaigns. Black youth who participated in MH social media campaigns reported lower levels of improvement in stigma and help-seeking than their White peers. We employed a youth participatory action research (YPAR) process to expand on a previous community-wide MH social media campaign (A. Thompson et al., 2021), focusing on a Central Midwest community. We studied Black adolescents' perceptions of MH stigma and help-seeking to determine essential features of a culturally responsive MH social media campaign for Black youth. With a lead youth-research collaborator, the research team designed the following two-staged study. The first stage consisted of four semistructured focus group interviews (FGIs) (N = 20), analyzed by using a rapid analysis strategy to obtain results for the development of the campaign. In the second stage, using YPAR's iterative and action-based process, five youth researchers collaborated with the research team on the campaign's design. Following the two stages, the researcher's thematic analysis resulted in three themes: (a) broadening horizons for campaign designers and MH professionals; (b) considering mistrust of schools and school personnel; and (c) diverse experiences, sustainability, and accessibility in a campaign. Findings indicated that while culturally responsive social media campaigns to promote MH can be designed, mistrust of adults in schools is likely to hinder the impact of such campaigns. Implications for school psychology practice and research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141461218","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

The role of moral disengagement and classroom collective efficacy in social support and bystander behavior of elementary school students: A multilevel moderated mediation analysis. 道德失范和课堂集体效能在小学生社会支持和旁观者行为中的作用：多层次调节中介分析。

School psychology (Washington, D.C.) Pub Date : 2024-05-16 DOI: 10.1037/spq0000639

Leishan Shi, Yuping Wu, Yanfang Zhou

{"title":"The role of moral disengagement and classroom collective efficacy in social support and bystander behavior of elementary school students: A multilevel moderated mediation analysis.","authors":"Leishan Shi, Yuping Wu, Yanfang Zhou","doi":"10.1037/spq0000639","DOIUrl":"https://doi.org/10.1037/spq0000639","url":null,"abstract":"Few studies have examined the process of the relationship between social support and bystander behavior, and previous research has primarily focused on individual- or group-level correlates of bystander behavior without a full understanding of these correlates and their interactions. To address this research gap, the present study examined whether social support and moral disengagement at the individual level, as well as collective efficacy at the classroom level, were associated with bystander behavior in school bullying situations. Questionnaires were administered to 1,310 elementary school students in Grades 4-6 (Mage = 10.97 ± 0.98 years) from 61 classes in the Zhejiang Province of China. Multilevel moderated mediation analyses revealed that higher levels of social support were directly related to more defender behavior and less reinforcer and outsider behavior, and social support was also related to bystander behavior through the indirect role of moral disengagement. In classrooms with higher levels of collective efficacy to stop peer bullying, students tended to show more defender behavior and less outsider behavior. Higher levels of classroom collective efficacy did not moderate the relationship between moral disengagement and defender behavior, although it did inhibit the reinforcer and outsider behaviors of those with high levels of moral disengagement. This study sheds light on the relationship between multiple factors and bystander behavior at both the individual and classroom levels and contributes to the understanding of school bullying in the context of peer group interactions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140946690","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

Relationships between elementary teachers' enjoyment and students' engagement across content areas and among student groups. 小学教师的乐趣与学生在不同内容领域和不同学生群体中的参与度之间的关系。

School psychology (Washington, D.C.) Pub Date : 2024-05-16 DOI: 10.1037/spq0000633

Leigh McLean, Paul Espinoza, Jayley Janssen, Manuela Jimenez, Sarah Lindstrom Johnson

{"title":"Relationships between elementary teachers' enjoyment and students' engagement across content areas and among student groups.","authors":"Leigh McLean, Paul Espinoza, Jayley Janssen, Manuela Jimenez, Sarah Lindstrom Johnson","doi":"10.1037/spq0000633","DOIUrl":"https://doi.org/10.1037/spq0000633","url":null,"abstract":"We explored associations among teachers' self-reported enjoyment for teaching mathematics, science, and English language arts and their students' self-reported behavioral engagement in each content area, and how these associations varied depending on student sex and socioeconomic status. Participants included 33 fourth-grade teachers and 443 students from 14 schools in the Southwestern United States. Multiple regression models with cluster robust standard errors was used. Models regressed students' content-area engagement on teachers' content-area enjoyment, controlling for students' initial engagement in that content area and other relevant covariates. Teachers' English language arts and mathematics enjoyment were each positively associated with students' engagement in each content area, and an interaction effect was detected in mathematics whereby lower socioeconomic status students with low-mathematics-enjoyment teachers reported lower mathematics engagement. Findings extend recent research highlighting teachers' emotions, and more specifically positive emotions, as factors that can be leveraged to support student learning, as well as provide more nuanced information about the contexts and student groups for whom these processes may be most relevant. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140946687","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