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Robinson M, Lazar MF, Zarabba JM, Gold M. School psychologists' perceptions of the effectiveness of neuropsychological evaluation reports. Appl Neuropsychol Child 2023:1-10. [PMID: 38142047 DOI: 10.1080/21622965.2023.2292785] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/25/2023]
Abstract
Referral sources and parents value the report following a neuropsychological evaluation. Nevertheless, key stakeholders have described pediatric reports as excessive in length and jargon. Recent research indicates that it is possible to modify pediatric neuropsychological reports that result in positive outcomes for key stakeholders and clinicians. Evaluating modified pediatric neuropsychological reports for other providers is necessary. School psychologists are key stakeholders who read and interact with such reports. This study assessed school psychologists' perceptions of a modified pediatric neuropsychological report. Forty-one school psychologists were randomly assigned to read either a traditional or modified version of a pediatric report and provide feedback via survey and qualitative questions. Results revealed that school psychologists' perceptions of a traditional and modified report were not significantly different. Qualitatively, respondents noted a disconnect between recommendations and school systems. These findings suggest that pediatric neuropsychologists can create shorter and more easily understood reports that do not impact the effectiveness for school psychologists. Future research should continue to evaluate perceptions of modified pediatric neuropsychological reports for additional key stakeholders. A better understanding of the disconnect between recommendations and their feasibility in schools, as well as barriers to increased interdisciplinary collaboration, is also essential for client care.
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Affiliation(s)
- Mary Robinson
- Institute of Graduate Clinical Psychology, Widener University, Chester, Pennsylvania, USA
| | - Mary F Lazar
- Institute of Graduate Clinical Psychology, Widener University, Chester, Pennsylvania, USA
| | - Jacqlyn M Zarabba
- Institute of Graduate Clinical Psychology, Widener University, Chester, Pennsylvania, USA
| | - Meghan Gold
- Institute of Graduate Clinical Psychology, Widener University, Chester, Pennsylvania, USA
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2
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May F, Schaffer GE, Allen KA, Berger E, von Hagen A, Hill V, Morris ZA, Prior S, Summers D, Wurf G, Reupert A. Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation. Sch Psychol Int 2023; 44:447-467. [PMID: 38603133 PMCID: PMC9659691 DOI: 10.1177/01430343221137716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/13/2024]
Abstract
COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.
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Affiliation(s)
- Fiona May
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton VIC 3800, Australia
| | - Gary E. Schaffer
- Department of School Psychology and Counseling, Niagara University, Niagara, NY, USA
| | - Kelly-Ann Allen
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton VIC 3800, Australia
| | - Emily Berger
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton VIC 3800, Australia
| | - Alexa von Hagen
- Department of Educational Psychology, Goethe-University, Frankfurt am Main, Hessen, Germany
| | - Vivian Hill
- Institute of Education, University College London, London, UK
| | - Zoe A. Morris
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton VIC 3800, Australia
| | - Stefanie Prior
- Institute of Education, University College London, London, UK
| | - Dianne Summers
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton VIC 3800, Australia
| | - Gerald Wurf
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton VIC 3800, Australia
| | - Andrea Reupert
- School of Educational Psychology and Counselling, Faculty of Education, Monash University, Clayton VIC 3800, Australia
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3
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Moore A. A Book Review of 'Basics of Child Neuropsychology: A Primer for Educators and Clinicians' by Stephen R Hooper. Clin Child Psychol Psychiatry 2023:13591045231171008. [PMID: 37074035 DOI: 10.1177/13591045231171008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/20/2023]
Abstract
A Book Review of 'Basics of Child Neuropsychology: A Primer for Educators and Clinicians' by Stephen R. Hooper.
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Affiliation(s)
- Anna Moore
- Clinical Neuropsychologist, University Hospital Southampton, Southampton, UK
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4
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Mohangi K. Risks and opportunities for children's well-being in resource-constrained multigenerational households during COVID-19: Implications for school psychology interventions. Sch Psychol Int 2023; 44:236-254. [PMID: 38603399 PMCID: PMC9768532 DOI: 10.1177/01430343221144407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
The coronavirus disease (COVID-19) pandemic had a global impact on family social and economic well-being. Individuals and families sought alternative living arrangements as a result of the financial crisis, health implications, and housing insecurity, with many joining multigenerational households. However, it is unknown how multigenerational family life affects children's well-being. Therefore, this qualitative study explored risks and resilience-building opportunities for children's psychological and social well-being in resource-constrained multigenerational households during the COVID-19 pandemic in South Africa. Five multigenerational families were selected through snowball sampling and case design. The three generations of participants were grandparents (n = 5), parents (n = 7), and children (n = 4). Data were gathered through a questionnaire and interviews. The study received institutional ethics approval. After thematic analysis, two themes and six sub-themes were identified. Risks were related to interpersonal conflict, family collective fear of COVID-19, and children's multiple other fears. Opportunities were identified as academic support, shared responsibilities, life skills and values acquisition, and family cohesion. Results demonstrated the potential risks and resilience-building opportunities multigenerational households present for children's psychosocial well-being. Multisystemic influences in a multigenerational household contribute to children's adjustment. These outcomes necessitate systemic school psychology interventions. Longitudinal studies are recommended to explore child well-being trends in multigenerational households in varying socioeconomic contexts.
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Affiliation(s)
- Kamleshie Mohangi
- Department of Psychology of Education, University of South Africa, Pretoria, South Africa
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5
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St Pierre-Hetz R, Silver E, Chokroverty L, Collins K, Khine H. Referral Patterns for Emergency Psychiatric Evaluations and Effect of School Mental Health Services in New York City, 2018. J Sch Health 2022; 92:735-738. [PMID: 35467021 DOI: 10.1111/josh.13162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Revised: 01/12/2022] [Accepted: 01/26/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Pediatric mental health issues are increasing while access to care is decreasing. This is reflected in a growing number of patients seeking emergency psychiatric evaluations (EPEs) in the emergency department (ED). METHODS This was a retrospective review of patients seeking EPE in the ED of a children's hospital between September and December 2018, which compares patients referred from the community versus those from schools as well as patients from schools with and without school-based mental health services (SMH). RESULTS A total of 546 EPEs were analyzed, with 187 (34%) referred from schools. School referrals were younger, had a shorter length of stay and lower admission rates. When comparing those from schools with SMH, those referred from schools without SMH were younger and less acutely ill. CONCLUSIONS Higher acuity children from schools with SMH suggest that SMH staff managed less severe situations on site. The role of SMH as a triaging tool and provider of mental health services should be studied as they may reduce the burden on EDs for EPEs.
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Affiliation(s)
- Ryan St Pierre-Hetz
- Children's Hospital at Montefiore, Bronx, NY
- UPMC Children's Hospital of Pittsburgh, 4401 Penn Avenue, Pittsburgh, PA
| | | | | | | | - Hnin Khine
- Albert Einstein College of Medicine, Bronx, NY
- Children's Hospital at Montefiore, Bronx, New York
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6
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Kanter AB, Yasik AE, Zaccario ML, Saviano JC. Self-Reported Anxiety Ratings in Children With and Without Food Allergies and Teacher Knowledge of Food Allergies. J Sch Health 2022; 92:541-549. [PMID: 35411602 DOI: 10.1111/josh.13181] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2021] [Revised: 10/16/2021] [Accepted: 11/04/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Researchers have found a relationship between having food allergies and anxiety in children. Anxiety may relate to others' lack of food allergy knowledge. This study investigated the relationship between having a food allergy and self-reported anxiety among children. Furthermore, knowledge of food allergies among children without food allergies and teachers was explored. METHODS Children with food allergies and their parents each completed a perceived food allergy severity questionnaire. Children without food allergies completed a food allergy knowledge measure. All children completed a self-reported anxiety measure. Teachers completed a questionnaire investigating knowledge, attitudes, and beliefs about food allergies. Correlational analyses and analyses of variance were conducted. RESULTS Overall anxiety was significantly higher in children with food allergies than in children without food allergies. When controlling for the effects of sex and age, children with food allergies had significantly higher social phobia and school phobia. Teachers correctly answered 69.7% of knowledge-based questions about food allergies; children without food allergies correctly answered 62.7%. CONCLUSIONS Findings highlight the need for an integrated approach in which families, school personnel, psychologists and other mental health professionals, and medical professionals work together to increase awareness about the multifaceted needs of children with food allergies.
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7
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Hashimoto H, Maeda K. Collegial Organizational Climate Alleviates Japanese Schoolteachers' Risk for Burnout. Front Psychol 2021; 12:737125. [PMID: 34938231 PMCID: PMC8685286 DOI: 10.3389/fpsyg.2021.737125] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Accepted: 10/25/2021] [Indexed: 11/17/2022] Open
Abstract
The purpose of the current study was to examine the influence of individuals’ help-seeking preference (HSP) and their collective perception of the organizational climate in school on teachers’ mental health. Previous studies demonstrated that HSP was negatively associated with risk of burnout, suggesting that teachers who hesitate to seek help from their colleagues are more likely to have mental health problems. Thus, the current study hypothesized that a collegial organizational climate would be negatively associated with burnout. To test this hypothesis, we developed a scale to measure schoolteachers’ collective perception of their organizational climate (Study 1), and the newly developed scale was used to assess its relationship with HSP and teachers’ burnout risk (Study 2). The results demonstrated that younger teachers, a low level of help-seeking, and a less collaborative climate increased the risk of burnout. The results also showed a significant interaction effect, indicating that HSP was less closely associated with teachers’ burnout risk if their organization was perceived as having a collegial climate. These findings clearly show how the social environment of a school’s organizational climate can affect schoolteachers’ mental health in Japan.
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Affiliation(s)
- Hirofumi Hashimoto
- Graduate School of Literature and Human Sciences, Osaka City University, Osaka, Japan
| | - Kaede Maeda
- Urban-Culture Research Center, Graduate School of Literature and Human Sciences, Osaka City University, Osaka, Japan.,Japan Society for the Promotion of Science, Tokyo, Japan.,Graduate School of Letters, Yasuda Women's University, Hiroshima, Japan
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8
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Golson ME, Haverkamp CR, McClain MB, Schwartz SE, Ha J, Harris B, Benallie KJ. Influences of student race/ethnicity and gender on autism special education classification considerations. Autism 2021; 26:1423-1435. [PMID: 34623170 DOI: 10.1177/13623613211050440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
LAY ABSTRACT Autism prevalence has continued to rise in recent years. However, females and children from Black, Latinx, and Asian backgrounds are often misidentified or identified less often than White males. These identification disparities make it difficult for children to receive appropriate special education and school intervention services. In this study, school psychologists read a vignette featuring a student with possible autism symptoms. The vignette varied by student race/ethnicity and gender. Afterward, participants rated the likelihood that they would classify the student with autism and their confidence in this rating. Student race/ethnicity and gender influenced both classification likelihood and confidence. These results suggest that school psychologists are influenced by implicit bias and do not fully consider cultural factors in school autism evaluations. This may contribute to identification disparities.
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9
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Pedditzi ML, Nonnis M, Nicotra EF. Teacher Satisfaction in Relationships With Students and Parents and Burnout. Front Psychol 2021; 12:703130. [PMID: 34659016 PMCID: PMC8516000 DOI: 10.3389/fpsyg.2021.703130] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 09/03/2021] [Indexed: 11/13/2022] Open
Abstract
In the educational field, the role of the support component of the teacher-student relationship is well known, while the role of the teacher-student relationship on teacher burnout is a more current field of investigation. Several studies on the sources of burnout have recently focused on job satisfaction and teacher-student satisfaction. However, the role of teacher-parent satisfaction is still little explored in this field. Moreover, in the Italian school context, students' seniority and educational level require further investigation, as the average age of teachers is particularly high compared to their European colleagues. The present study aims to examine in a sample of 882 Italian teachers the presence of burnout and differences in teacher-student and teacher-parent satisfaction between primary (students aged 6-10years) and lower secondary (students aged 11-13years) teachers. A further objective is to test whether teacher-student and teacher-parent satisfaction and seniority can be significant predictors of burnout. Teachers completed the Job Satisfaction Scale (MESI) and the MBI-Educators Survey and the data were then processed using MANOVA and multiple linear regression analysis. The results revealed that 8.2% of the teachers suffered from burnout and lower secondary teachers showed the highest levels of emotional exhaustion, depersonalisation and reduced personal accomplishment. Predictors of emotional exhaustion were job dissatisfaction and seniority, and predictors of depersonalisation were job dissatisfaction and teacher-student dissatisfaction. Finally, predictors of personal accomplishment were also teacher-parent satisfaction and teacher-student satisfaction. The implications of these findings for practice and research are discussed in this article.
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Affiliation(s)
- Maria Luisa Pedditzi
- Department of Pedagogy, Psychology and Philosophy, University of Cagliari, Cagliari, Italy
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10
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Meroni C, Fagnani L, Confalonieri E, Baventore D, Velasco V. The Italian School Psychologists' Role: A Qualitative Study about Professional Practices and Representations. Eur J Investig Health Psychol Educ 2021; 11:1134-1155. [PMID: 34698170 PMCID: PMC8544660 DOI: 10.3390/ejihpe11040084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Revised: 09/21/2021] [Accepted: 09/22/2021] [Indexed: 11/16/2022] Open
Abstract
School psychologists' relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists' role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.
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Affiliation(s)
- Claudia Meroni
- Ordine degli Psicologi della Lombardia, 20124 Milan, Italy; (C.M.); (L.F.); (D.B.)
| | - Laura Fagnani
- Ordine degli Psicologi della Lombardia, 20124 Milan, Italy; (C.M.); (L.F.); (D.B.)
| | | | - Davide Baventore
- Ordine degli Psicologi della Lombardia, 20124 Milan, Italy; (C.M.); (L.F.); (D.B.)
| | - Veronica Velasco
- Department of Psychology, Milano-Bicocca University, 20126 Milan, Italy
- Correspondence: ; Tel.: +39-0264483758
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11
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Sun Y, Lamoreau R, O’Connell S, Horlick R, Bazzano AN. Yoga and Mindfulness Interventions for Preschool-Aged Children in Educational Settings: A Systematic Review. Int J Environ Res Public Health 2021; 18:ijerph18116091. [PMID: 34198737 PMCID: PMC8201280 DOI: 10.3390/ijerph18116091] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 05/25/2021] [Accepted: 05/28/2021] [Indexed: 01/22/2023]
Abstract
Early childhood and the pre-school stage of development constitute a dynamic period for acquisition of social-emotional competencies. Yoga and mindfulness practices (YMP) have become increasingly used in schools for social emotional learning, but less is known about their utility in early childhood settings. A systematic review using PRISMA guidelines was undertaken to explore the effect of YMP on social emotional function among preschool-aged children (3-5 years). The review resulted in identification of 1115 records, of which 80 full text articles were screened, with final inclusion of 16 studies. Included studies evaluated the effect of YMP on social-emotional functioning, and identified the potential for YMP to improve regulatory skills such as behavioral self-regulation and executive function. Among studies reviewed, 13 reported improvements in these domains, but quality appraisal indicated significant variability in risk of bias across studies, and heterogeneity of outcome measurements hindered comparison. Programs appeared to produce better results when implemented for at least 6 weeks and among children who had lower baseline social-emotional functioning. YMP constitute a promising strategy for social emotional development in early childhood settings, but additional rigorously designed studies are needed to expand understanding of how and why these programs are effective.
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Affiliation(s)
- Yaoyao Sun
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, Jinan 250012, China;
| | - Renee Lamoreau
- School of Science and Engineering, Tulane University, New Orleans, LA 70118, USA; (R.L.); (R.H.)
| | - Samantha O’Connell
- School of Public Health and Tropical Medicine, Tulane University, New Orleans, LA 70112, USA;
| | - Raquel Horlick
- School of Science and Engineering, Tulane University, New Orleans, LA 70118, USA; (R.L.); (R.H.)
| | - Alessandra N. Bazzano
- School of Public Health and Tropical Medicine, Tulane University, New Orleans, LA 70112, USA;
- Correspondence: ; Tel.: +1-504-988-2338
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12
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Müller B, von Hagen A, Vannini N, Büttner G. Measurement of the Effects of School Psychological Services: A Scoping Review. Front Psychol 2021; 12:606228. [PMID: 33935862 PMCID: PMC8085380 DOI: 10.3389/fpsyg.2021.606228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 03/19/2021] [Indexed: 11/13/2022] Open
Abstract
School psychologists are asked to systematically evaluate the effects of their work to ensure quality standards. Given the different types of methods applied to different users of school psychology measuring the effects of school psychological services is a complex task. Thus, the focus of our scoping review was to systematically investigate the state of past research on the measurement of the effects of school psychological services published between 1998 and 2018 in eight major school psychological journals. Of the 5,048 peer-reviewed articles published within this period, 623 were coded by two independent raters as explicitly refering to school psychology or counseling in the school context in their titles or abstracts. However, only 22 included definitions of effects of school psychological services or described outcomes used to evaluate school psychological services based on full text screening. These findings revealed that measurement of the effects of school psychological services has not been a focus of research despite its' relevance in guidelines of school psychological practice.
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Affiliation(s)
- Bettina Müller
- Department of Educational Psychology, Competence Centre School Psychology Hesse, Institute for Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Alexa von Hagen
- Department of Educational Psychology, Competence Centre School Psychology Hesse, Institute for Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Natalie Vannini
- Department of Educational Psychology, Competence Centre School Psychology Hesse, Institute for Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Gerhard Büttner
- Department of Educational Psychology, Competence Centre School Psychology Hesse, Institute for Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany
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13
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Wilcox G, Morett LM, Hawes Z, Dommett EJ. Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice. Front Psychol 2021; 11:618449. [PMID: 33519642 PMCID: PMC7840578 DOI: 10.3389/fpsyg.2020.618449] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Accepted: 12/21/2020] [Indexed: 12/04/2022] Open
Abstract
The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be bridged, and an infrastructure must be in place that allows for collaborative and productive exchange. In the present paper, we argue that school psychologists have the potential to fulfill this need and represent important agents of change in establishing better connections between research and practice. More specifically, we use the National Association of School Psychologists (NASP) (2020) Domains of Practice to highlight several areas where school psychology can actively support forging connections between neuroscience and educational practice. School psychologists represent untapped potential in their knowledge, skillset, and placement to serve a vital role in building the bridge between neuroscience and education.
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Affiliation(s)
- Gabrielle Wilcox
- School and Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.,Mathison Centre for Mental Health Research & Education, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Laura M Morett
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Tuscaloosa, AL, United States
| | - Zachary Hawes
- Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
| | - Eleanor J Dommett
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
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14
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Doan N, Patte KA, Ferro MA, Leatherdale ST. Reluctancy towards Help-Seeking for Mental Health Concerns at Secondary School among Students in the COMPASS Study. Int J Environ Res Public Health 2020; 17:E7128. [PMID: 33003499 DOI: 10.3390/ijerph17197128] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 09/22/2020] [Accepted: 09/23/2020] [Indexed: 11/17/2022]
Abstract
Youth populations represent a key population for addressing mental health, yet many youths express reluctance towards help seeking. Considering the volume of time that almost all youth spend at school during the school year, it is important to assess the role of the school environment in relation to students’ attitudes toward help-seeking. Data from 47,290 grade 9 to 12 students and 116 Canadian secondary schools that participated in the 2018-19 wave of the COMPASS (Cannabis, Obesity, Mental health, Physical activity, Alcohol, Smoking, Sedentary behaviour) study were analyzed using GEE models to assess the student and school characteristics associated with attitudes regarding seeking help for mental health concerns from an adult at school. Overall, 58% of students reported being reluctant to seek help for mental health concerns at school. Students who reported lower self-rated mental health (aOR = 1.76, 95% CI = 1.65, 1.87), emotion regulation (aOR = 1.08, 95% CI = 1.07, 1.09), family support (aOR = 2.31, 95% CI = 2.16, 2.47), peer support (aOR = 1.20, 95% CI = 1.13, 1.31), and school connectedness (aOR = 0.93, 95% CI = 0.92, 0.93) scores were more likely to be reluctant towards help-seeking at school than students with more favourable scores on these variables. Students with higher flourishing scores were less likely than students who were languishing to report reluctance to help-seeking at school (aOR = 0.96, 95% CI = 0.96, 0.97). Students attending schools in areas with lower population densities and median household incomes between $50,000–75,000 were less likely to be reluctant to help-seeking relative to students attending schools in areas with higher density (aOR = 0.85, 95% CI = 0.79, 0.93) and median household incomes (aOR = 1.20, 95% CI = 1.13, 1.31), respectively. The availability of school mental health services and specialists were not associated with student help-seeking reluctance. High levels of resistance towards help-seeking among youth remain a significant barrier, particularly among youth at highest risk (i.e., with lower support and poorer mental health). The student and school characteristics identified in the current study can help inform strategies to promote greater acceptance of help seeking among students in schools.
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15
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Abstract
The coronavirus disease 2019 (COVID-19) outbreak was first reported in Wuhan, China, and was later reported to have spread throughout the world to create a global pandemic. As of August 18th, 2020, the coronavirus had spread to more than 216 countries with at least 21,756,357 confirmed cases, resulting in 771,635 deaths globally. Several countries declared this pandemic as a national emergency, forcing millions of people to go into lockdown. This unexpected imposed social isolation has caused enormous disruption of daily routines for the global community, especially children. Among the measures intended to reduce the spread of the virus, most schools closed, canceled classes, and moved it to home-based or online learning to encourage and adhere to social distancing guidelines. Education and learnings of 67.6% of students are impacted globally due to coronavirus in 143 countries. The transition away from physical classes has significantly disrupted the lives of students and their families, posing a potential risk to the mental well-being of children. An abrupt change in the learning environment and limited social interactions and activities posed an unusual situation for children's developing brains. It is essential and obligatory for the scientific community and healthcare workers to assess and analyze the psychological impact caused by the coronavirus pandemic on children and adolescents, as several mental health disorders begin during childhood. Countries across the globe, including the United States, are in the dilemma of determining appropriate strategies for children to minimize the psychological impact of coronavirus. The design of this review is to investigate and identify the risk factors to mental health and propose possible solutions to avoid the detrimental consequence of this crisis on the psychology of our future adult generations.
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Affiliation(s)
- Kaushal Shah
- Psychiatry, Griffin Memorial Hospital, Norman, USA
| | - Shivraj Mann
- Research, All Saints University School of Medicine, Roseau, DMA
| | - Romil Singh
- Internal Medicine, Metropolitan Hospital, Jaipur, IND
| | - Rahul Bangar
- Internal Medicine, Adesh Institute of Medical Sciences and Research, Bathinda, IND
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Malboeuf-Hurtubise C, Lefrançois D, Mageau GA, Taylor G, Éthier MA, Gagnon M, DiTomaso C. Impact of a Combined Philosophy and Mindfulness Intervention on Positive and Negative Indicators of Mental Health Among Pre-kindergarten Children: Results From a Pilot and Feasibility Study. Front Psychiatry 2020; 11:510320. [PMID: 33384619 PMCID: PMC7771516 DOI: 10.3389/fpsyt.2020.510320] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2019] [Accepted: 11/17/2020] [Indexed: 11/13/2022] Open
Abstract
Background: Fostering greater resiliency to stress, optimal psychosocial development and promoting better mental health and well-being in youth is an important goal of the Canadian and American elementary school systems (1, 2). Recent research on mindfulness and philosophy for children (P4C) has yielded promising results regarding innovative interventions that may be implemented in elementary school settings to foster greater child resiliency and well-being (3-5). Goal: The goal of this feasibility study was to pilot a new intervention, which combines mindfulness meditation and P4C activities, with the goal of improving mental health in pre-kindergarten children, assessed with positive (i.e., social skills and adaptability) and negative (i.e., internalized symptoms, comprises depression, anxiety, inattention; and hyperactivity) indicators. Methods: A randomized cluster trial with a wait-list control group was employed to evaluate the impact of the combined MBI and P4C intervention on child mental health. Two classrooms of pre-kindergarten children (N = 38, mean age = 4.6 years old) took part in this study and were randomly allocated to the experimental or wait-list control conditions. Teachers completed pre- and post-intervention questionnaires. Results: ANCOVAs did not reveal a significant effect of condition on internalized symptoms, controlling for baseline levels. Sensitivity analyses indicated that for the whole sample, internalized symptom scores were statistically significantly lower at post-intervention, when compared to pre-intervention scores. No impact of group on levels of hyperactivity was found, however, sensitivity analyses indicated that for both the experimental and control groups, hyperactivity scores were statistically significantly lower at post-intervention, when compared to pre-intervention scores. Finally, no impact of group on levels of social skills and adaptability were found. Sensitivity analyses conducted using paired t-tests did not indicate statistically significant pre-to-post changes in scores for both variables. Conclusion: These preliminary results suggest that mindfulness and philosophy for children may not be the most effective intervention to foster short-term resiliency, well-being and better mental health in children. Yet, group differences were often small and past research suggested the effectiveness of this type of intervention. Further research considering the impact of moderators such as age or baseline levels of psychopathology, using longer time frames and comparing the effectiveness of this combined intervention with other types of school-based interventions with similar aims (such as, e.g., P4C or MBI alone) is warranted, to evaluate if mindfulness and P4C interventions have an added value compared to other types of interventions implemented in school settings.
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Affiliation(s)
| | - David Lefrançois
- Department of Education, University of Quebec in Outaouais, Gatineau, QC, Canada
| | | | - Geneviève Taylor
- Department of Education and Pedagogy, Université du Québec à Montréal, Montreal, QC, Canada
| | - Marc-André Éthier
- Department of Didactics, Université de Montréal, Montreal, QC, Canada
| | - Mathieu Gagnon
- Department of Preschool and Primary School Education, Université de Sherbrooke, Sherbrooke, QC, Canada
| | - Carina DiTomaso
- Department of Preschool and Primary School Education, Université de Sherbrooke, Sherbrooke, QC, Canada
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Shackleton N, Bonell C, Jamal F, Allen E, Mathiot A, Elbourne D, Viner R. Teacher Burnout and Contextual and Compositional Elements of School Environment. J Sch Health 2019; 89:977-993. [PMID: 31691287 DOI: 10.1111/josh.12839] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2015] [Revised: 05/22/2018] [Accepted: 08/27/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Teachers report higher levels of stress than most occupational groups. Burnout is a specific psychological condition that results from chronic job stress characterized by emotional exhaustion, low personal accomplishment, and depersonalization. This study considers associations between aspects of the school environment and teacher burnout. METHODS Exploratory analysis of baseline data from a cluster randomized controlled trial of 40 schools and 2278 teachers in the United Kingdom. Multilevel methods were used to consider the associations between different compositional and contextual aspects of the school environment and teacher burnout. RESULTS There was evidence for school effects on teacher burnout, evidenced by ICCs and likelihood ratio tests, supporting the association between school environment and teacher burnout. The factors most consistently associated with teacher burnout in our study were teachers' perceptions of the school's safety and support and student attitudes to learning. CONCLUSIONS The school environment does influence teacher burnout. More research is needed to develop and test causal pathways between the school environment and teacher burnout, and to understand ecological and individual predictors of teacher burnout and the interaction between the two.
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Affiliation(s)
- Nichola Shackleton
- Centre of Methods and Policy Application in the Social Sciences (COMPASS), University of Auckland, Private Bag 92019, Auckland, 1142, New Zealand
| | - Chris Bonell
- Faculty of Public Health and Policy, London School of Health and Tropical Medicine, 218, 15-17 Tavistock Place, London, WC1H 9SH, UK
| | - Farah Jamal
- Social Science Research Unit, Department of Childhood, Families and Health, University College London, Institute of Education, London, WC1H 0AL, UK
| | - Elizabeth Allen
- Department of Medical Statistics, London School of Health and Tropical Medicine, London, WC1E 7HT, UK
| | - Anne Mathiot
- General and Adolescent Paediatrics, Population, Policy & Practice Programme, Institute of Child Health, University College, London, WC1N 1EH, UK
| | - Diana Elbourne
- Department of Medical Statistics, London School of Health and Tropical Medicine, London, WC1E 7HT, UK
| | - Russell Viner
- Institute of Child Health, University College London, 30 Guilford Street, London, WC1N 1EH, UK
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Hanley T, Winter LA, Burrell K. Supporting emotional well-being in schools in the context of austerity: An ecologically informed humanistic perspective. Br J Educ Psychol 2019; 90:1-18. [PMID: 30912121 PMCID: PMC7065240 DOI: 10.1111/bjep.12275] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2018] [Revised: 02/25/2019] [Indexed: 12/02/2022]
Abstract
Background Schools are commonly asked to take on roles that support the emotional well‐being of students. These practices are in line with humanistic education theory and can be difficult to fulfil by schools. Broader ecological pressures, such as periods of austerity, are likely to add to the difficulty in meeting students’ needs. Aims To explore whether professionals in schools believe that their work supporting pupils’ emotional well‐being has changed as a consequence of the current period of austerity. Sample This project reports the views of staff from three secondary schools in the North West of England. A purposive sample of 29 individuals, including members of the senior leadership team and newly qualified teachers, were involved. Methods All participants were interviewed about their perceptions of the impact of a sustained period of austerity upon their work. The transcripts of these interviews were analysed using thematic analysis. Findings Educational professionals associated wider socio‐political factors with a perceived increase in the need for emotional support of pupils. They reported taking on new roles and responsibilities to accommodate this and noted they are doing so with fewer resources and limited governmental support. Conclusions This paper concludes that considering humanistic education theory alongside ecological theory helps to conceptualize how socio‐political factors can impact upon the emotional well‐being in schools. An ecologically informed humanistic framework is depicted based upon the findings of this project as a means of understanding how these two theories complement one another and interact.
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Affiliation(s)
- Terry Hanley
- Manchester Institute of Education, University of Manchester, UK
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Cordero-Arroyo G, Ortíz SR, Méndez JJ, Cardona NF, Delgado EC, Molina GF, Santiago NGM. [DEVELOPING SPACES FOR MULTIDISCIPLINARY COLLABORATION IN SCHOOLS: CHALLENGES AND OPPORTUNITIES]. Voces Desde Trab Soc 2018; 6:94-111. [PMID: 31886406 PMCID: PMC6934262 DOI: 10.31919/voces.v6i1.123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The main objective of this manuscript is to document our experience collaborating with professionals from various disciplines through different research projects in school and university settings, while focusing on the welfare of the school population we serve. First, we elaborate on the different projects that have served to foster this multidisciplinary collaboration. Second, we highlight the fundamental role the school social workers have played serving as links between researchers and the school community. In addition, we highlight the need to have school psychologists in the schools that make up Puerto Rico's public education system. Finally, we discuss the challenges and opportunities that this multidisciplinary effort has entailed.
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Affiliation(s)
- Giselle Cordero-Arroyo
- Facultad conferenciante y evaluadora de los proyectos ECO-RED y SUMA de la Universidad del Este (UNE) en Carolina
| | - Seil Román Ortíz
- Trabajador social clínico y asistente de Investigación del Proyecto SUMA de la UNE
| | - Jamie Jiménez Méndez
- Asistente de investigación del Proyecto ECO-RED y recipiente del Junior Research Associates Award de PR-INBRE
| | - Nabila Fonseca Cardona
- Estudiante doctoral de Psicología de la Universidad de Puerto Rico, Recinto de Río Piedras, y evaluadora del Proyecto SUMA de la UNE
| | | | | | - Nilda G Medina Santiago
- Catedrática asociada y profesora Investigadora de la Escuela de Ciencias Sociales y Humanas de la Universidad del Este
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Long MW, Albright G, McMillan J, Shockley KM, Price OA. Enhancing Educator Engagement in School Mental Health Care Through Digital Simulation Professional Development. J Sch Health 2018; 88:651-659. [PMID: 30133775 DOI: 10.1111/josh.12670] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2017] [Revised: 10/23/2017] [Accepted: 03/03/2018] [Indexed: 05/27/2023]
Abstract
BACKGROUND Despite the critical role of educators as gatekeepers for school mental health services, they receive limited training to support student mental health. We report findings from a trial of an online mental health role-play simulation for elementary school teachers on changes in attitudes and self-reported helping behaviors for students experiencing psychological distress. METHODS We randomly assigned 18,896 elementary school teachers to wait-list control or intervention conditions in which they received the 45- to 90-minute online role-play simulation. We administered a version of the validated Gatekeeper Behavior Scale at baseline and postintervention, which measures attitudinal dimensions shown to predict teacher helping behavior change. Self-reported helping behaviors were collected at baseline and 3-month follow-up. Outcomes were compared between the intervention follow-up and control group baseline measures. RESULTS The intervention group posttraining scores were significantly higher (p < .001) than the control group for all the preparedness, likelihood, and self-efficacy Gatekeeper Behavior subscales. All 5 helping behaviors were significantly higher among the intervention group at follow-up compared to the control group at baseline. CONCLUSIONS We found that a brief online role-play simulation was an effective strategy for improving teacher attitudes and behaviors needed to perform a positive mental health gatekeeper role in schools.
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Affiliation(s)
- Michael W Long
- Department of Prevention and Community Health, Milken Institute School of Public Health, The George Washington University, 950 New Hampshire Ave., Washington, DC 20052
| | - Glenn Albright
- Department of Psychology, Baruch College, City University of New York, Box B8-215, 55 Lexington Ave., New York, NY 10010
| | | | | | - Olga Acosta Price
- Department of Prevention and Community Health, Milken Institute School of Public Health, The George Washington University, 950 New Hampshire Ave., Washington, DC 20052
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Tollit M, Politis J, Knight S. Measuring School Functioning in Students With Chronic Fatigue Syndrome: A Systematic Review. J Sch Health 2018; 88:74-89. [PMID: 29224219 DOI: 10.1111/josh.12580] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2016] [Revised: 03/12/2017] [Accepted: 09/18/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND It is often surmised that school functioning is significantly impacted in chronic fatigue syndrome (CFS); however, how this phenomenon manifests itself has rarely been characterized. METHODS This systematic review synthesized and critically appraised methods, constructs, and instruments used to assess school functioning in students with CFS. Searches were conducted in electronic databases (CINAHL, MEDLINE, PubMed, ERIC, and PsycINFO) to locate empirical studies that measured school functioning in children and adolescents with CFS. RESULTS A total of 36 papers met the inclusion criteria. By far the most commonly reported school functioning construct measured related to school attendance. This was followed by academic functioning, achievement motivation, and educational services received. Little consistency was found in the measurement of these constructs across studies. CONCLUSIONS The current review revealed that the school experiences of children and adolescents with CFS have rarely been characterized beyond school absenteeism. Improvements in current assessment methods are required to comprehensively understand the impact of CFS on school functioning. Completely understanding the multiple aspects of school functioning will help to inform targeted strategies to optimize educational outcomes for students with CFS.
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Affiliation(s)
- Michelle Tollit
- Murdoch Children's Research Institute, Royal Children's Hospital, 50 Flemington Road, Parkville, Victoria 3052, Australia
| | - Jennifer Politis
- Melbourne Graduate School of Education, The University of Melbourne, 234 Queensberry Street, Melbourne, Victoria 3010, Australia
| | - Sarah Knight
- Murdoch Children's Research Institute, Royal Children's Hospital, 50 Flemington Road, Parkville, Victoria 3052, Australia
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Malboeuf-Hurtubise C, Lacourse E, Taylor G, Joussemet M, Ben Amor L. A Mindfulness-Based Intervention Pilot Feasibility Study for Elementary School Students With Severe Learning Difficulties: Effects on Internalized and Externalized Symptoms From an Emotional Regulation Perspective. J Evid Based Complementary Altern Med 2016; 22:473-481. [PMID: 30208736 PMCID: PMC5871167 DOI: 10.1177/2156587216683886] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVE Students with severe learning disabilities often show signs of anxiety, depression, and problem behaviors such as inattention and conduct problems. Mindfulness-based interventions (MBIs) in school settings constitute a promising option to alleviate these co-occurring symptoms. This pilot study aimed to evaluate the impact of an MBI on symptoms and behaviors of elementary school students with severe learning disabilities. METHOD A one-group pretest-posttest design was used. The sample comprised 14 students aged 9 to 12 years with special education needs. Both student-report and teacher-report of the Behavior Assessment System for Children, Second Edition were used. RESULTS Repeated-measures analyses of variance revealed a significant impact of the MBI on symptoms and behaviors such as anxiety, depression, inattention, aggression, and conduct problems. Effect sizes for all variables were considered large (partial η2 = .31-.61). CONCLUSION These preliminary results indicate that MBIs can reduce the frequency of symptoms and problem behaviors often found in children with learning disabilities in elementary schools. Further multiple baseline experimental trials with a long-term follow-up are warranted to establish more robustly the effect of MBIs for children with learning disabilities.
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Affiliation(s)
- Catherine Malboeuf-Hurtubise
- 1 Department of Educational Sciences, Université du Québec en Outaouais, Gatineau, Québec, Canada.,2 Research Unit on Mindfulness (GRIPA)
| | - Eric Lacourse
- 3 Department of sociology, Université de Montréal, Québec, Canada
| | - Geneviève Taylor
- 2 Research Unit on Mindfulness (GRIPA).,4 Department of education and counselling, Université du Québec à Montréal, Québec, Canada
| | - Mireille Joussemet
- 5 Department of psychology, Université de Montréal, Québec, Canada.,6 Research Unit on Children's Psychosocial Maladjustment
| | - Leila Ben Amor
- 7 Department of psychiatry, CHU Sainte-Justine, Mother and Child University Hospital Center, Montréal, Québec, Canada
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Mizuta A, Noda T, Nakamura M, Tatsumi A, Ojima T. Class Average Score for Teacher Support and Relief of Depression in Adolescents: A Population Study in Japan. J Sch Health 2016; 86:173-180. [PMID: 26830503 DOI: 10.1111/josh.12365] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/27/2014] [Revised: 05/21/2015] [Accepted: 06/18/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Factors contributing to the relief of depression among adolescents have not been sufficiently revealed. The aim of this study was to assess the effect of teacher support on depression in adolescent students. METHODS We conducted a self-rating questionnaire survey among 2862 junior high school students and 93 homeroom teachers in Japan. We employed binary logistic regression models, with teacher support averaged for each class as an explanatory variable and depression as an objective variable. To examine the interaction terms of class average score for teacher support by economic status, by student sex, and by grade satisfaction were estimated. RESULTS Higher class average scores for teacher support were independently associated with lower levels of depression among adolescents (odds ratio [OR], 0.739; 95% confidence interval [CI], 0.575-0.948). Furthermore, the interaction of class average scores for teacher support with grade satisfaction was significant (p = .025). The interaction of class average score for teacher support with economic status and with student sex was not significant. CONCLUSIONS Our findings suggest that higher class average scores for teacher support were significantly associated with lower depression. These results can help homeroom teachers enhance interventions and promote the health of their homeroom students.
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Affiliation(s)
- Akiko Mizuta
- Department of Community Health Nursing, Hamamatsu University School of Medicine, 1-20-1 Handayama, Higashi-ku, Hamamatsu, Shizuoka 431-3192, Japan.
| | - Tatsuya Noda
- Department of Public Health, Health Management and Policy, Nara Medical University, 840 Shijo-cho, Kashihara, Nara 634-8521, Japan.
| | - Mieko Nakamura
- Department of Community Health and Preventive Medicine, Hamamatsu University School of Medicine, 1-20-1 Handayama, Higashi-ku, Hamamatsu, Shizuoka 431-3192, Japan.
| | - Asami Tatsumi
- Department of Community Health Nursing, Hamamatsu University School of Medicine, 1-20-1 Handayama, Higashi-ku, Hamamatsu, Shizuoka 431-3192, Japan.
| | - Toshiyuki Ojima
- Department of Community Health and Preventive Medicine, Hamamatsu University School of Medicine, 1-20-1 Handayama, Higashi-ku, Hamamatsu, Shizuoka 431-3192, Japan.
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Abstract
Outcomes of students with behavioural and emotional difficulties attending a specialised educational programme, delivered in a tertiary education and health facility, were evaluated and compared with Australian normative data. A total of 45 students (5-10 years old) attending the school in Sydney, New South Wales, were identified. At enrolment, parent ratings on the Strengths and Difficulties Questionnaire (SDQ) significantly deviated from Australian normative data on all scales for males and on the overall score, conduct and hyperactivity scales for females. Clinically significant levels of hyperactivity, peer problems and conduct symptoms were identified. After an average attendance at the school of 8.82 months, ratings on the Children's Global Assessment Scale (CGAS) indicated improved overall functioning, alongside specific improvements on SDQ rated emotion, conduct and social symptoms, and in Health of the Nation Outcomes Scales Child and Adolescent (HoNOSCA) rated social impairment and parents' reported need for information about their child's condition. Male students' emotional symptoms no longer differed from those of typical Australian students. The findings provide initial evidence for the effectiveness of a multimodal, flexible and targeted school programme in remediating key student mental health symptoms. It is suggested that major concepts from attachment theory and explicitly taught behavioural skills are key elements of this unique programme that contribute to its apparent effectiveness.
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Summersett-Ringgold FC, Li K, Haynie DL, Iannotti RJ. Do school resources influence the relationship between adolescent financial background and their school perceptions? J Sch Health 2015; 85:413-422. [PMID: 26032271 PMCID: PMC4480340 DOI: 10.1111/josh.12267] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2012] [Revised: 09/21/2014] [Accepted: 12/28/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Socioeconomic status (SES) influences students' school perceptions and affects their performance, engagement, and personal beliefs. This study examined the effects of school population SES and school resources on the association between student SES and student perceptions. METHODS School liking, classmate social relationships, family affluence, and experience of hunger were assessed in a nationally representative sample of 12,642 students (grades 5-10) in the 2009-2010 Health Behavior in School-Aged Children study. School characteristics included school meal program, Title 1 dollars received per student, school resources, and urban/rural status. Multilevel analysis was used. RESULTS At the individual level, both school liking and social relationships were negatively associated with student grade level. Boys liked school less and had more positive perceptions of social relationships than girls. Students in rural schools and who experienced hunger liked schools less and had poorer perceptions of social relationships than their respective counterparts. School-level percentage of students eligible for free/reduced meals accounted for 33% of the between-school variance in social relationships. CONCLUSIONS Family and school economic characteristics and grade level influenced students' school perceptions. The associations between student SES, school population SES, and school perceptions suggests that school health professionals should recognize and address student economic issues at school.
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Affiliation(s)
- Faith C Summersett-Ringgold
- Department of Psychiatry and Behavioral Sciences, Northwestern University, Feinberg School of Medicine, 710 N. Lake Shore Drive, Chicago, IL 60611.
| | - Kaigang Li
- Division of Intramural Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, 6100 Executive Blvd, Bethesda, MD 20852.
| | - Denise L Haynie
- Division of Intramural Population Health Research, Eunice Kennedy Shriver National Institute of Child Health and Human Development, 6100 Executive Blvd, Bethesda, MD 20852.
| | - Ronald J Iannotti
- Department of Exercise and Health Sciences, College of Nursing and Health Sciences, University of Massachusetts Boston, Boston, MA 02125.
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Abstract
BACKGROUND One hundred and twenty educators from KwaZulu-Natal, South Africa, underwent HIV/AIDS training. The educators were surveyed about their attitudes toward people with HIV. METHODS The educators completed self-administered survey questionnaires both before and after 2 interventions. Measures included demographic characteristics, teachers' knowledge about HIV/AIDS, self-efficacy in handling HIV/AIDS situations, and attitudes (stigma and otherwise) toward HIV-related issues. The first intervention was a CD-ROM and the second intervention involved educators receiving a 2-day workshop on HIV transmission, risk factors, and actions that educators should know and undertake. The first step entailed testing the stigma instrument for its internal consistency and developing and testing potential subscales from the instrument. The second step entailed testing for the statistical associations between stigma (as measured by the stigma instrument and its subscales) and various demographic and HIV knowledge-related variables. RESULTS The overall stigma scale had a Cronbach α coefficient of .66. Educators in the workshop generally had lower baseline levels of stigma than those in the CD-ROM intervention. Following both interventions, the stigma levels of both groups of educators were significantly reduced. Improvements in the general knowledge about HIV as a disease and in the specific knowledge about HIV transmission risks were both statistically significantly associated with reductions in stigma attitudes, having controlled for educators' baseline stigma levels and demographic profiles. CONCLUSIONS The levels of teachers' stigma attitudes were statistically significantly lower after both types of HIV/AIDS training and were also statistically significantly associated with improvements in HIV knowledge.
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Affiliation(s)
- Li-Wei Chao
- Population Studies Center, University of Pennsylvania, McNeil Building, 3718 Locust Walk, Philadelphia, PA 19104-6298, Phone: +1 215 898 8483, Fax: +1 215 573 2157
| | - Jeff Gow
- School of Accounting, Economics and Finance, University of Southern Queensland, L Block, West Street, Toowoomba, Australia., Phone: +61 7 4631 2617, Fax: +61 7 4631 5594,; and Research Associate, Health Economics and HIV/AIDS Research Division (HEARD), University of KwaZulu-Natal, J Block, Level 4, Westville Campus, Durban, 4041 South Africa, Phone: +27 31 260 1476, Fax: +27 31 260 258
| | - Goke Akintola
- Department of Psychology, University of KwaZulu-Natal, Durban, South Africa, MTR Building, Howard College, Durban, 4041, South Africa, Phone: +27 31 260 7426, Fax: +27 31 260 7898
| | - Mark Pauly
- Health Care Systems Department, The Wharton School, University of Pennsylvania, Colonial Penn Center, 3641 Locust Walk, Philadelphia, PA 19104-6298, Phone: +1 215 898 5411, Fax: +1 215 573 7025
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