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A Trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-Informed Approach to Suicide Prevention in School: Black Boys' Lives Matter. 以创伤和正义、公平、多样性和包容(JEDI)为基础的校内自杀预防方法:黑人男孩的生命很重要。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2023-01-01 Epub Date: 2022-01-28 DOI: 10.1080/2372966x.2021.2010502
Marisa E Marraccini, Constance A Lindsay, Dana Griffin, Meghan J Greene, Krystal T Simmons, Katherine M Ingram

Black boys have been dying by suicide at an increasing rate. Although the reasons for this increase are unknown, suicide in Black boys is likely influenced by multiple, intersecting risk factors, including historical and ongoing trauma. Schools can serve as an important mechanism of support for Black boys; however, without intentional anti-racist frameworks that acknowledge how intersecting identities can exacerbate risk for suicide, schools can overlook opportunities for care and perpetuate a cycle of racism that compromises the mental health of Black youth. By recognizing their own implicit biases, modeling anti-racist practices, listening to and recognizing the strengths and diversity of Black youth, and fostering school-family-community partnerships, school psychologists can help transform the school environment to be a safe and culturally affirming place for Black youth. This paper outlines how school psychologists can apply a trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-informed approach to suicide prevention in order to more holistically support Black boys, disrupt patterns of aggressive disciplinary procedures, and improve school-based suicide prevention programs. By applying this lens across a multitiered systems of support (MTSS) framework, school psychologists can help to prevent the deaths of Black boys and begin to prioritize the lives of Black boys.

黑人男孩死于自杀的比例越来越高。虽然这种增长的原因尚不清楚,但黑人男孩的自杀很可能受到多重交叉风险因素的影响,包括历史和持续的创伤。学校可以作为支持黑人男孩的一个重要机制;然而,如果没有有意识的反种族主义框架,承认相互交织的身份是如何加剧自杀风险的,学校就会忽视关爱的机会,使种族主义的循环永久化,从而损害黑人青少年的心理健康。通过认识到自身的隐性偏见、示范反种族主义实践、倾听并承认黑人青少年的长处和多样性,以及促进学校-家庭-社区合作关系,学校心理学家可以帮助改变学校环境,使其成为黑人青少年安全且文化上得到肯定的地方。本文概述了学校心理学家如何运用以创伤和正义、公平、多样性和包容(JEDI)为基础的方法来预防自杀,从而为黑人男孩提供更全面的支持,打破激进的惩戒程序模式,并改进校本自杀预防项目。通过在多层支持系统(MTSS)框架中应用这一视角,学校心理学家可以帮助预防黑人男孩的死亡,并开始优先考虑黑人男孩的生命。
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引用次数: 4
Comparing Informants for Mental Health Screening at the Preschool Level. 学龄前儿童心理健康筛查的被调查者比较。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1080/2372966x.2020.1841546
Stephanie A Moore, Erin Dowdy, Isabelle Fleury, Christine DiStefano, Fred W Greer

Universal screening for mental health in preschools provides the opportunity for early identification and early intervention, but guidance regarding which informants to use is needed. Preschoolers' (N = 535) parent and teacher reports across two screening forms were analyzed to determine similarities and discrepancies for classification results and screener scores. The analyses also examined if an additional rater provided incrementally valid information to the prediction of longitudinal kindergarten outcomes. Parents' and teachers' screening scores were significantly correlated across forms by rater and across raters. However, categorical classification results indicated that teachers were more likely than parents to rate preschoolers in at-risk ranges across forms. Finally, hierarchical regression analyses revealed teacher ratings were predictive of kindergarten social-emotional, cognitive, and academic outcomes, and that the addition of parent ratings did not significantly improve prediction of outcomes. Implications are discussed in the context of multiple raters within multiple-gating screening procedures.

学龄前儿童普遍进行心理健康筛查为早期识别和早期干预提供了机会,但需要指导使用哪些信息提供者。分析了两种筛选形式的学龄前儿童(N = 535)家长和教师报告,以确定分类结果和筛选分数的相似性和差异。分析还检查了额外的评分是否为纵向幼儿园结果的预测提供了增量有效信息。家长和教师的筛选得分在各量表中呈显著相关。然而,分类结果表明,教师比家长更有可能在各种形式的风险范围内对学龄前儿童进行评级。最后,层次回归分析显示,教师评分可以预测幼儿园的社会情感、认知和学业成绩,而父母评分的增加并没有显著提高预测结果。在多门筛选程序中的多重评分者的背景下讨论影响。
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引用次数: 2
Returning to School Following Hospitalization for Suicide-Related Behaviors: Recognizing Student Voices for Improving Practice. 自杀相关行为住院后重返学校:识别学生声音以改善实践。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1080/2372966x.2020.1862628
Marisa E Marraccini, Cari Pittleman

Adolescent hospitalizations for suicide-related behaviors have increased in recent years, with the highest rates occurring during the academic school year. Schools are a primary environment that adolescents return to following hospitalization, making them an important context for understanding recovery following a suicidal crisis. Although previous research highlights provider perceptions for improving this transition, limited research has focused on adolescent views. This qualitative study presents findings from interviews with 19 adolescents previously hospitalized for a suicide-related crisis. Results highlight the need to strengthen social supports for returning youth. Specifically, findings suggest the importance of emotional supports (e.g., positive school relationships and a safer psychosocial school climate), instrumental supports (e.g., collaborations and communication around re-entry), informational supports (clearer procedures for academics and re-entry processes), and appraisal supports that acknowledge the complexity of adolescent functioning upon return. Findings reinforce the importance of the school psychologist's role in partnering with returning youth and their families and providing consultation to other school professionals about supporting their recovery.

近年来,青少年因自杀相关行为而住院治疗的人数有所增加,在学年期间发病率最高。学校是青少年住院后返回的主要环境,使其成为了解自杀危机后康复的重要背景。虽然以前的研究强调了提供者对改善这种转变的看法,但有限的研究集中在青少年的观点上。本定性研究介绍了对19名曾因自杀相关危机住院的青少年的访谈结果。结果突出表明需要加强对返乡青年的社会支持。具体而言,研究结果表明了情感支持(例如,积极的学校关系和更安全的社会心理学校氛围)、工具支持(例如,围绕重返校园的合作和沟通)、信息支持(更明确的学术程序和重返校园过程)以及承认青少年回归后功能复杂性的评估支持的重要性。研究结果强调了学校心理学家在与回归青少年及其家人合作以及向其他学校专业人员提供有关支持他们康复的咨询方面的重要性。
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引用次数: 4
School Risk and Protective Factors of Suicide: A Cultural Model of Suicide Risk and Protective Factors in Schools. 学校自杀风险与保护因素:学校自杀风险与保护因素的文化模型。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2022-01-01 DOI: 10.1080/2372966X.2020.1871305
Marisa E Marraccini, Dana Griffin, J Conor O'Neill, Robert R Martinez, Andrew J Chin, Emily N Toole, Sally L Grapin, Shereen C Naser

There are known cultural variations in correlates of and symptoms related to suicide-related thoughts and behaviors; however, the majority of research that informs suicide prevention in school systems has focused on research based on Euro-American/White students. By exploring school-related risk and protective factors in ethnic-racial minoritized students, we expand existing multicultural models of suicide prevention for school settings. Specifically, this systematic literature review identified 33 studies conducted with American Indian and Alaskan Native, Hispanic and Latinx, Black and African American, and Asian American and Pacific Islander students. Findings underscore the importance of building relationships with the school community and fostering a sense of safety for students, the need to approach school-based suicide prevention and intervention with cultural considerations, and the importance of connecting students and families with providers in culturally sensitive and informed ways. Taken together, schools need to build school-family-community partnerships that promote culturally sensitive approaches to suicide prevention.

在与自杀相关的想法和行为的相关性和症状方面存在已知的文化差异;然而,大多数关于学校系统自杀预防的研究都集中在基于欧美/白人学生的研究上。通过探索少数族裔学生的学校相关风险和保护因素,我们扩展了现有的多元文化学校自杀预防模型。具体而言,本系统文献综述确定了33项针对美国印第安人和阿拉斯加原住民、西班牙裔和拉丁裔、黑人和非裔美国人、亚裔美国人和太平洋岛民学生进行的研究。研究结果强调了与学校社区建立关系和培养学生安全感的重要性,需要采取以文化为基础的自杀预防和干预措施,以及以文化敏感和知情的方式将学生和家庭与提供者联系起来的重要性。总之,学校需要建立学校-家庭-社区的伙伴关系,促进文化上敏感的自杀预防方法。
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引用次数: 12
Prereading Deficits in Children in Foster Care. 寄养儿童的阅读缺陷。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2011-03-01
Katherine C Pears, Cynthia V Heywood, Hyoun K Kim, Philip A Fisher

Reading skills are core competencies in children's readiness to learn and may be particularly important for children in foster care, who are at risk for academic difficulties and higher rates of special education placement. In this study, prereading skills (phonological awareness, alphabetic knowledge, and oral language ability) and kindergarten performance of 63 children in foster care were examined just prior to and during the fall of kindergarten. The children exhibited prereading deficits with average prereading scores that fell at the 30(th) to 40(th) percentile. Variations in prereading skills (particularly phonological awareness) predicted kindergarten teacher ratings of early literacy skills in a multivariate path analysis. These findings highlight the need for interventions focused on prereading skills for children in foster care.

阅读能力是儿童准备学习的核心能力,对寄养儿童尤其重要,因为他们有学习困难的风险,接受特殊教育的比例也更高。本研究以63名寄养儿童为研究对象,考察其在幼儿园入学前及入学期间的阅读前技能(语音意识、字母知识及口语能力)与幼儿园表现。孩子们表现出阅读前的缺陷,平均阅读前的分数下降了30到40个百分点。在多元路径分析中,阅读前技能(尤其是语音意识)的变化预测了幼儿园教师对早期读写技能的评分。这些发现强调了对寄养儿童的阅读技能进行干预的必要性。
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引用次数: 0
Identifying Children in Middle Childhood Who Are at Risk for Reading Problems. 识别处于儿童中期有阅读问题风险的儿童。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2010-06-01
Deborah L Speece, Kristen D Ritchey, Rebecca Silverman, Christopher Schatschneider, Caroline Y Walker, Katryna N Andrusik

The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

本研究的目的是确定和评估一种适用于大龄小学生阅读的通用筛选方法。对230名四年级儿童进行了阅读和阅读相关的多项测量。老师们给孩子们的阅读能力、学术能力和注意力打分。根据反映阅读理解、单词识别/解码和单词流畅性的三因素模型,将儿童分为无风险或有风险的读者。阅读状态的预测指标包括小组管理的阅读理解测试、默词阅读流畅性测试和教师对阅读问题的评分。纳入单独管理的测试和增长估计并没有增加实质性的差异。经接受-操作者特征曲线分析,曲线下面积指数为0.90,表明该模型能够准确有效地筛选有阅读问题的大龄小学生。
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引用次数: 0
Teachers' Perceptions of Word Callers and Related Literacy Concepts. 教师对词语召唤者的认知与相关素养概念。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2010-01-01
Elizabeth B Meisinger, Barbara A Bradley, Paula J Schwanenflugel, Melanie R Kuhn

The purpose of the study was to investigate teachers' perceptions of word callers as they relate to the concepts of reading fluency and reading comprehension. To this end, second grade students (N = 408) completed a series of reading fluency and reading comprehension assessments, and their teachers (N = 31) completed word caller nominations and a questionnaire regarding their concepts surrounding these issues. Our findings suggested that teachers often over nominated children as word callers. Further, questionnaire data indicated a great deal of ambiguity and inconsistency exists regarding teachers' understanding and use of the term word caller. By contrast, teachers seemed to possess a veridical understanding of the related terms reading fluency and reading comprehension.

本研究的目的是调查教师对单词叫叫者的看法,因为它们与阅读流畅性和阅读理解的概念有关。为此,二年级学生(N = 408)完成了一系列阅读流畅性和阅读理解评估,他们的老师(N = 31)完成了单词调用者提名和关于他们对这些问题的概念的问卷调查。我们的研究结果表明,老师们通常会过多地提名孩子们来喊单词。此外,问卷调查数据显示,教师对“叫叫者”一词的理解和使用存在大量的歧义和不一致。相比之下,教师似乎对阅读流畅性和阅读理解的相关术语有着真实的理解。
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引用次数: 0
Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention. 初中阅读困难学生对干预的反应:一级和二级干预的效果。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2010-01-01
Sharon Vaughn, Paul T Cirino, Jeanne Wanzek, Jade Wexler, Jack M Fletcher, Carolyn D Denton, Amy Barth, Melissa Romain, David J Francis

This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.

这项研究对一组六年级学生进行了为期一年、由研究者提供的二级(中学)干预的有效性进行了检验。干预强调单词识别、词汇量、流畅性和理解力。参与者在石板责任测试中得分低于熟练水平,并与接受学校提供指导的类似群体进行比较。所有学生都从参与研究者提供的专业发展的内容区教师那里获益,这些专业发展旨在将词汇和理解实践整合到整个学校(第1层)。参与第2层干预的学生在解码、流利性和理解方面表现出进步,但与对照组的学生相比差异很小(中位数d = +0.16)。接受研究者提供的干预的学生在单词攻击、拼写、国家问责措施、段落理解和音位解码效率方面的得分明显高于接受比较干预的学生,尽管大多数情况下是在特定的子组中。
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引用次数: 0
Interventions for Relational Aggression: Innovative Programming and Next Steps in Research and Practice. 关系攻击的干预:创新规划和研究与实践的下一步。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2010-01-01
Stephen S Leff, Nicki R Crick
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引用次数: 0
Standardized Observational Assessment of Attention Deficit Hyperactivity Disorder Combined and Predominantly Inattentive Subtypes. II. Classroom Observations. 注意力缺陷多动障碍合并型和以注意力不集中为主的亚型的标准化观察评估。II.课堂观察。
IF 3 3区 心理学 Q1 Social Sciences Pub Date : 2009-07-01
Stephanie H McConaughy, Masha Y Ivanova, Kevin Antshel, Ricardo B Eiraldi, Levent Dumenci

Trained classroom observers used the Direct Observation Form (DOF; McConaughy & Achenbach, 2009) to rate observations of 163 6- to 11-year-old children in their school classrooms. Participants were assigned to four groups based on a parent diagnostic interview and parent and teacher rating scales: Attention Deficit Hyperactivity Disorder (ADHD)-Combined type (n = 64); ADHD-Inattentive type (n = 22); clinically referred without ADHD (n = 51); and nonreferred control children (n = 26). The ADHD-Combined group scored significantly higher than the referred without ADHD group and controls on the DOF Intrusive and Oppositional syndromes, Attention Deficit Hyperactivity Problems scale, Hyperactivity-Impulsivity subscale, and Total Problems; and significantly lower on the DOF On-Task score. The ADHD-Inattentive group scored significantly higher than controls on the DOF Sluggish Cognitive Tempo and Attention Problems syndromes, Inattention subscale, and Total Problems; and significantly lower on the DOF On-Task score. Implications are discussed regarding the discriminative validity of standardized classroom observations for identifying children with ADHD and differentiating between the two ADHD subtypes.

经过培训的课堂观察员使用直接观察表(DOF;McConaughy & Achenbach,2009 年)对 163 名 6-11 岁儿童在学校课堂的观察情况进行评分。根据家长诊断访谈以及家长和教师评分表,参与者被分配到四个组别:注意力缺陷多动障碍(ADHD)--综合型(n = 64);注意力缺陷多动障碍--注意力不集中型(n = 22);临床转诊的无 ADHD 儿童(n = 51);以及未转诊的对照组儿童(n = 26)。在DOF侵入和对立综合征、注意缺陷多动问题量表、多动-冲动分量表和总问题上,ADHD-合并组的得分明显高于无ADHD转诊组和对照组;而在DOF完成任务得分上,则明显低于无ADHD转诊组和对照组。多动症-注意力不集中组在DOF认知节奏迟缓和注意力问题量表、注意力不集中分量表和总问题上的得分明显高于对照组,而在DOF完成任务得分上则明显低于对照组。本文讨论了标准化课堂观察在识别多动症儿童和区分两种多动症亚型方面的鉴别有效性。
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引用次数: 0
期刊
School Psychology Review
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