Pub Date : 2023-01-23DOI: 10.1080/2372966x.2022.2158367
Catherine P. Bradshaw, Joseph M. Kush, Summer S. Braun, Emily A. Kohler
The COVID-19 pandemic resulted in an urgent pivot to remote learning, causing many challenges for teachers and school administrators. The current study sought to better understand the extent to which the perceived negative impacts of COVID-19 on U.S. educators and their students varied as a function of staff role (teacher vs. administrator), school level (elementary vs. secondary school), and type of school setting (public vs. private), as reported through a national survey of educators conducted in June through July of 2020. Using data from 608 educators (n = 481 teachers and n = 127 administrators;48% elementary;85% public school), we examined educators' perceptions of negative impacts on their personal lives, professional lives, and students' lives;major challenges;and stress in various domains. Findings suggested an overall high level of concern across domains. Investigation of educator subgroup effects suggested elementary educators and administrators were most concerned about the negative impacts on students.Impact StatementEducators, including teachers and administrators alike, experienced significant negative impacts of the COVID-19 pandemic on their work-related stress concern about students, and their own well-being. Some subgroups, like elementary educators, those working in public schools, and teachers (compared to administrators), may require additional assistance in managing stress, and supporting students, both academically and with regard to their social-emotional needs.
{"title":"The Perceived Effects of the Onset of the COVID-19 Pandemic: A Focus on Educators’ Perceptions of the Negative Effects on Educator Stress and Student Well-Being","authors":"Catherine P. Bradshaw, Joseph M. Kush, Summer S. Braun, Emily A. Kohler","doi":"10.1080/2372966x.2022.2158367","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2158367","url":null,"abstract":"The COVID-19 pandemic resulted in an urgent pivot to remote learning, causing many challenges for teachers and school administrators. The current study sought to better understand the extent to which the perceived negative impacts of COVID-19 on U.S. educators and their students varied as a function of staff role (teacher vs. administrator), school level (elementary vs. secondary school), and type of school setting (public vs. private), as reported through a national survey of educators conducted in June through July of 2020. Using data from 608 educators (n = 481 teachers and n = 127 administrators;48% elementary;85% public school), we examined educators' perceptions of negative impacts on their personal lives, professional lives, and students' lives;major challenges;and stress in various domains. Findings suggested an overall high level of concern across domains. Investigation of educator subgroup effects suggested elementary educators and administrators were most concerned about the negative impacts on students.Impact StatementEducators, including teachers and administrators alike, experienced significant negative impacts of the COVID-19 pandemic on their work-related stress concern about students, and their own well-being. Some subgroups, like elementary educators, those working in public schools, and teachers (compared to administrators), may require additional assistance in managing stress, and supporting students, both academically and with regard to their social-emotional needs.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43965949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-19DOI: 10.1080/2372966x.2022.2139156
Henry Zink, Kaitlin P. Anderson
{"title":"Mental Health and Student Support Service Providers in the Schools: Understanding Access and Equity Across the United States","authors":"Henry Zink, Kaitlin P. Anderson","doi":"10.1080/2372966x.2022.2139156","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2139156","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46288552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01Epub Date: 2022-01-28DOI: 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.
{"title":"A Trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-Informed Approach to Suicide Prevention in School: Black Boys' Lives Matter.","authors":"Marisa E Marraccini, Constance A Lindsay, Dana Griffin, Meghan J Greene, Krystal T Simmons, Katherine M Ingram","doi":"10.1080/2372966x.2021.2010502","DOIUrl":"10.1080/2372966x.2021.2010502","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 3","pages":"292-315"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10358449/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10221890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/2372966X.2022.2139131
Amanda L. Sullivan, F. Worrell, S. Jimerson
Abstract It is imperative that the field of school psychology in the United States continue to evolve in order to support the development, well-being, and educational success of all students. The confluence of numerous factors, including the sociopolitical zeitgeist, significant societal events, and the need to provide appropriate supports for students from minoritized backgrounds, converge to reveal and inform the importance of the field of school psychology continuing to develop. This special topic section of School Psychology Review focuses on reconceptualizing school psychology for the 21st century. The compilation of articles featured herein is both introspective and forward looking. These articles present important theories, frameworks, and approaches to improve school psychology’s responsiveness to the social injustice embedded in many of the core foundations of American society and inform our professional efforts to more effectively support every student. Several foundational orientations are emphasized, including critical consciousness, critical reflexivity, and other mindsets key to engaging in sustained efforts to advance social justice and antiracism. Implications for practice, scholarship, graduate education, and professional standards in school psychology are discussed. Impact Statement Sociopolitical and cultural changes have affected the lived experiences and needs of students, families, and educators, which, in turn, create the contexts within which school psychologists engage and affect the attitudes, assumptions, behaviors, and resources school psychologists bring to their work. This article highlights considerations and opportunities for school psychology faculty, practitioners, and students to advance the development of the field to support the students, families, and communities we serve.
{"title":"Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology in the United States","authors":"Amanda L. Sullivan, F. Worrell, S. Jimerson","doi":"10.1080/2372966X.2022.2139131","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2139131","url":null,"abstract":"Abstract It is imperative that the field of school psychology in the United States continue to evolve in order to support the development, well-being, and educational success of all students. The confluence of numerous factors, including the sociopolitical zeitgeist, significant societal events, and the need to provide appropriate supports for students from minoritized backgrounds, converge to reveal and inform the importance of the field of school psychology continuing to develop. This special topic section of School Psychology Review focuses on reconceptualizing school psychology for the 21st century. The compilation of articles featured herein is both introspective and forward looking. These articles present important theories, frameworks, and approaches to improve school psychology’s responsiveness to the social injustice embedded in many of the core foundations of American society and inform our professional efforts to more effectively support every student. Several foundational orientations are emphasized, including critical consciousness, critical reflexivity, and other mindsets key to engaging in sustained efforts to advance social justice and antiracism. Implications for practice, scholarship, graduate education, and professional standards in school psychology are discussed. Impact Statement Sociopolitical and cultural changes have affected the lived experiences and needs of students, families, and educators, which, in turn, create the contexts within which school psychologists engage and affect the attitudes, assumptions, behaviors, and resources school psychologists bring to their work. This article highlights considerations and opportunities for school psychology faculty, practitioners, and students to advance the development of the field to support the students, families, and communities we serve.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"647 - 660"},"PeriodicalIF":3.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44797227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-25DOI: 10.1080/2372966x.2022.2134975
Rebecca G. Mirick, J. McCauley
When the COVID-19 pandemic closed in-person schools in March 2020, SOS Signs of Suicide shifted to a virtual program. This paper describes an evaluation of the acceptability of the online program by middle and high school students (N = 1196). Students generally responded favorably to virtual SOS. Although some were unsure, of those with an opinion, 73.9% thought it was the same or better than in-person and 85.1% recommended virtual programming continue. At-risk students were more likely to prefer virtual SOS to in-person. Thematic analysis identified the following themes behind the continuation of virtual SOS: it helps people, it is more comfortable, better access to students, the medium of SOS does not matter, it is easier and more fun, and preferences depend on the individual person. Concerns about virtual SOS focused on a belief that in-person programming is better and that students are less likely to learn and engage virtually. The feedback clearly highlighted a diversity of opinions. Implications for schools are discussed, including opportunities to broaden the reach of SOS. Impact Statement The SOS Signs of Suicide program provides education on suicide that decreases self-reported suicide attempts and provides opportunities for help-seeking and identification of at-risk youth. SOS Signs of Suicide was adapted to an online format due to the COVID-19 pandemic. Although some students did were not sure what they thought about virtual SOS, of those with an opinion, 73.9% thought it was as good or better than in-person and 85.1% said it should continue to be offered. Benefits of virtual SOS included broader access to students, more comfortable learning environment, and an easier experience.
{"title":"Virtual SOS Signs of Suicide: Student Perspectives and Acceptability","authors":"Rebecca G. Mirick, J. McCauley","doi":"10.1080/2372966x.2022.2134975","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2134975","url":null,"abstract":"When the COVID-19 pandemic closed in-person schools in March 2020, SOS Signs of Suicide shifted to a virtual program. This paper describes an evaluation of the acceptability of the online program by middle and high school students (N = 1196). Students generally responded favorably to virtual SOS. Although some were unsure, of those with an opinion, 73.9% thought it was the same or better than in-person and 85.1% recommended virtual programming continue. At-risk students were more likely to prefer virtual SOS to in-person. Thematic analysis identified the following themes behind the continuation of virtual SOS: it helps people, it is more comfortable, better access to students, the medium of SOS does not matter, it is easier and more fun, and preferences depend on the individual person. Concerns about virtual SOS focused on a belief that in-person programming is better and that students are less likely to learn and engage virtually. The feedback clearly highlighted a diversity of opinions. Implications for schools are discussed, including opportunities to broaden the reach of SOS. Impact Statement The SOS Signs of Suicide program provides education on suicide that decreases self-reported suicide attempts and provides opportunities for help-seeking and identification of at-risk youth. SOS Signs of Suicide was adapted to an online format due to the COVID-19 pandemic. Although some students did were not sure what they thought about virtual SOS, of those with an opinion, 73.9% thought it was as good or better than in-person and 85.1% said it should continue to be offered. Benefits of virtual SOS included broader access to students, more comfortable learning environment, and an easier experience.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42273544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-04DOI: 10.1080/2372966x.2022.2125338
Kathrin E. Maki, J. Kranzler, Jessica Wheeler
{"title":"Ethical Dilemmas in School Psychology: Which Dilemmas Are Most Prevalent Today and How Well Prepared Are School Psychologists to Face Them?","authors":"Kathrin E. Maki, J. Kranzler, Jessica Wheeler","doi":"10.1080/2372966x.2022.2125338","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2125338","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48544408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/2372966X.2022.2093127
Amanda L. Sullivan
Abstract In this commentary, I argue that the systemic inequities driving and resulting from the wide-ranging immediate and long-term effects of COVID-19 are the key issue around which our field should rally as we reconceptualize school psychology in the 21st century. I offer this commentary as complementary to the growing body of scholarship describing reforms and practices to address the current and long-term challenges of COVID-19, as well as to broader calls to address systemic racism wherein critical consciousness and interrogation of the roles of systematic racism in the field are prerequisite to action and sustained practice change. I first enumerate the multisystem, intersectional complexities of the COVID-19 disaster, synthesizing scholarship on how it has been particularly detrimental to minoritized communities and students, as a basis for fostering critical awareness. I then propose three core ideological shifts as the basis for expansive reflection and re-envisioning across all areas of professional activity. I conclude with implications for graduate educators and scholars to support fieldwide transformation as the field endeavors to rise to the challenge of this historic unfolding and advance social justice and antiracism. Impact Statement COVID-19 as more than a matter of health or disparities thereof—indeed, it is a disaster—because of the consequences across all domains of life and social systems. School psychology’s short and long-term responses to COVID-19 and advancing social justice and antiracism should be grounded in ideological shifts foundational to lasting change in rhetoric and other practices. These include centering the most marginalized, uprooting white supremacy in our field, and conceptualizing trauma and associated professional responses intersectionally.
{"title":"Overcoming Disaster Through Critical Consciousness and Ideological Change","authors":"Amanda L. Sullivan","doi":"10.1080/2372966X.2022.2093127","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2093127","url":null,"abstract":"Abstract In this commentary, I argue that the systemic inequities driving and resulting from the wide-ranging immediate and long-term effects of COVID-19 are the key issue around which our field should rally as we reconceptualize school psychology in the 21st century. I offer this commentary as complementary to the growing body of scholarship describing reforms and practices to address the current and long-term challenges of COVID-19, as well as to broader calls to address systemic racism wherein critical consciousness and interrogation of the roles of systematic racism in the field are prerequisite to action and sustained practice change. I first enumerate the multisystem, intersectional complexities of the COVID-19 disaster, synthesizing scholarship on how it has been particularly detrimental to minoritized communities and students, as a basis for fostering critical awareness. I then propose three core ideological shifts as the basis for expansive reflection and re-envisioning across all areas of professional activity. I conclude with implications for graduate educators and scholars to support fieldwide transformation as the field endeavors to rise to the challenge of this historic unfolding and advance social justice and antiracism. Impact Statement COVID-19 as more than a matter of health or disparities thereof—indeed, it is a disaster—because of the consequences across all domains of life and social systems. School psychology’s short and long-term responses to COVID-19 and advancing social justice and antiracism should be grounded in ideological shifts foundational to lasting change in rhetoric and other practices. These include centering the most marginalized, uprooting white supremacy in our field, and conceptualizing trauma and associated professional responses intersectionally.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"676 - 691"},"PeriodicalIF":3.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43304591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1080/2372966x.2022.2100275
Heather L. McDaniel, Summer S. Braun, Jessika H. Bottiani, Danielle De Lucia, P. Tolan, Catherine P. Bradshaw
{"title":"Examining Developmental Differences in Teachers’ Observed Classroom Management Strategies Across Elementary, Middle, and High School","authors":"Heather L. McDaniel, Summer S. Braun, Jessika H. Bottiani, Danielle De Lucia, P. Tolan, Catherine P. Bradshaw","doi":"10.1080/2372966x.2022.2100275","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2100275","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46586595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-14DOI: 10.1080/2372966x.2022.2109061
Malena A. Nygaard, Heather E. Ormiston
{"title":"An Exploratory Study Examining Student Social, Academic, and Emotional Behavior Across School Transitions","authors":"Malena A. Nygaard, Heather E. Ormiston","doi":"10.1080/2372966x.2022.2109061","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2109061","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42602254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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