Pub Date : 2023-05-16DOI: 10.1080/2372966x.2023.2194845
Kayla N LaRosa, Julia A. Ogg, Robert Dedrick, Shannon M. Suldo, Maria A. Rogers, Riley Laffoon, Courtney Weaver
{"title":"Parent Involvement in Education as Predictors of Social–Emotional Strengths in Kindergartners","authors":"Kayla N LaRosa, Julia A. Ogg, Robert Dedrick, Shannon M. Suldo, Maria A. Rogers, Riley Laffoon, Courtney Weaver","doi":"10.1080/2372966x.2023.2194845","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2194845","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46228440","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 : 2023-05-04DOI: 10.1080/2372966X.2021.2021783
Tai A. Collins, Tamika P. La Salle, Jesslynn Rocha Neves, J. A. Foster, Meagan N. Scott
Abstract Black boys often experience oppression and marginalization in schools. Black boys with disabilities in secondary school are frequently targeted with inequitable and biased discipline practices, exacerbating the school-to-prison pipeline. As such, it is important to examine the school climate experiences of Black boys to inform the creation of safe, predictable and affirming school environments. Using Critical Race Theory and Dis/ability Critical Race Studies as a framework, the current study examined the school climate experiences of Black boys with and without emotional and behavioral disorders (N = 16,031). Overall perceptions of school climate were similar across groups, but moderation analyses demonstrated that Black boys with EBD reported significantly more peer victimization and lower levels of peer support, order and discipline, and safety than Black boys without EBD. Disability classification also moderated the relationship between peer victimization and cultural acceptance, physical environment, order & discipline, and safety with the relationship being significant and negative for Black boys with EBD. Implications for research and practice are discussed. Impact Statement It is critical that we examine the intersectional experiences of Black boys with and without disabilities in schools. This study found that Black boys experience low levels of cultural acceptance in their schools and Black boys with disabilities reported lower levels of peer support and more peer victimization than Black boys without disabilities. As such, we must center these students’ experiences in the creation of safe and affirming school environments for them.
{"title":"No Safe Space: School Climate Experiences of Black Boys With and Without Emotional and Behavioral Disorders","authors":"Tai A. Collins, Tamika P. La Salle, Jesslynn Rocha Neves, J. A. Foster, Meagan N. Scott","doi":"10.1080/2372966X.2021.2021783","DOIUrl":"https://doi.org/10.1080/2372966X.2021.2021783","url":null,"abstract":"Abstract Black boys often experience oppression and marginalization in schools. Black boys with disabilities in secondary school are frequently targeted with inequitable and biased discipline practices, exacerbating the school-to-prison pipeline. As such, it is important to examine the school climate experiences of Black boys to inform the creation of safe, predictable and affirming school environments. Using Critical Race Theory and Dis/ability Critical Race Studies as a framework, the current study examined the school climate experiences of Black boys with and without emotional and behavioral disorders (N = 16,031). Overall perceptions of school climate were similar across groups, but moderation analyses demonstrated that Black boys with EBD reported significantly more peer victimization and lower levels of peer support, order and discipline, and safety than Black boys without EBD. Disability classification also moderated the relationship between peer victimization and cultural acceptance, physical environment, order & discipline, and safety with the relationship being significant and negative for Black boys with EBD. Implications for research and practice are discussed. Impact Statement It is critical that we examine the intersectional experiences of Black boys with and without disabilities in schools. This study found that Black boys experience low levels of cultural acceptance in their schools and Black boys with disabilities reported lower levels of peer support and more peer victimization than Black boys without disabilities. As such, we must center these students’ experiences in the creation of safe and affirming school environments for them.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"250 - 263"},"PeriodicalIF":3.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45969890","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 : 2023-05-04DOI: 10.1080/2372966X.2023.2194180
Isaac L. Woods, Kamontá Heidelburg, Tai A. Collins, Jarrett Murphy, Scott L. Graves
Abstract Adverse outcomes for Black males are well documented within the research. For instance, Black males have the highest rates of incarceration, the highest homicide rates, and the lowest life expectancy of any racial/ethnic group in America. Furthermore, within schools in America, Black males are overrepresented among students experiencing below-grade-level academic achievement, grade retention, truancy, dropout, and exclusionary discipline. As a result, it is imperative to identify effective strategies to address the social, behavioral, emotional, and academic disparities that disproportionately affect Black males in schools. As such, there needs to be a specific focus on solutions to these pressing issues. Interdisciplinary scholarship and collaborations are essential in providing solutions to the aforementioned issues to advance scholarship and move past deficit-oriented statistical presentations of problems of Black males. To support these efforts, this Special Topic section features multifaceted scholarship building upon the existing school, developmental, and applied psychological research to reimagine how we understand, engage with and support Black males in schools. Impact Statement This paper discusses the historical and current oppressive educational systems that Black males navigate in America. It also summarizes the scholarship included in this special topic section, identifying areas of opportunity to better support Black males in schools.
{"title":"Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success","authors":"Isaac L. Woods, Kamontá Heidelburg, Tai A. Collins, Jarrett Murphy, Scott L. Graves","doi":"10.1080/2372966X.2023.2194180","DOIUrl":"https://doi.org/10.1080/2372966X.2023.2194180","url":null,"abstract":"Abstract Adverse outcomes for Black males are well documented within the research. For instance, Black males have the highest rates of incarceration, the highest homicide rates, and the lowest life expectancy of any racial/ethnic group in America. Furthermore, within schools in America, Black males are overrepresented among students experiencing below-grade-level academic achievement, grade retention, truancy, dropout, and exclusionary discipline. As a result, it is imperative to identify effective strategies to address the social, behavioral, emotional, and academic disparities that disproportionately affect Black males in schools. As such, there needs to be a specific focus on solutions to these pressing issues. Interdisciplinary scholarship and collaborations are essential in providing solutions to the aforementioned issues to advance scholarship and move past deficit-oriented statistical presentations of problems of Black males. To support these efforts, this Special Topic section features multifaceted scholarship building upon the existing school, developmental, and applied psychological research to reimagine how we understand, engage with and support Black males in schools. Impact Statement This paper discusses the historical and current oppressive educational systems that Black males navigate in America. It also summarizes the scholarship included in this special topic section, identifying areas of opportunity to better support Black males in schools.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"243 - 249"},"PeriodicalIF":3.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43310981","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 : 2023-05-04DOI: 10.1080/2372966X.2023.2202109
J. Pollard, Marcel Jacobs, Kendell Kelly, Jarett Murphy, Mitchell Allen
Abstract In this commentary on the special issue Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success, five current Black male school psychology graduate students highlight the necessity for social justice and equitable practices to be a critical component embedded within school psychology graduate programs to better support positive outcomes for Black males in schools. The authors incorporated their experiences to highlight inequitable practices and cultures within public schools that impact Black boys and provide suggestions for implementing systemic and individualized strength-based supports for Black students in schools. Furthermore, recommendations are discussed to help Black male graduate students prosper and feel safe within school psychology programs.
{"title":"Commentary of the Special Issue Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success","authors":"J. Pollard, Marcel Jacobs, Kendell Kelly, Jarett Murphy, Mitchell Allen","doi":"10.1080/2372966X.2023.2202109","DOIUrl":"https://doi.org/10.1080/2372966X.2023.2202109","url":null,"abstract":"Abstract In this commentary on the special issue Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success, five current Black male school psychology graduate students highlight the necessity for social justice and equitable practices to be a critical component embedded within school psychology graduate programs to better support positive outcomes for Black males in schools. The authors incorporated their experiences to highlight inequitable practices and cultures within public schools that impact Black boys and provide suggestions for implementing systemic and individualized strength-based supports for Black students in schools. Furthermore, recommendations are discussed to help Black male graduate students prosper and feel safe within school psychology programs.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"389 - 394"},"PeriodicalIF":3.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49287500","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 : 2023-03-06DOI: 10.1080/2372966x.2022.2164460
D. Espelage, Tomei Kuehl, P. Wyman, Kyle K Nickodem, Sasha Mintz, Alberto Valido, Luz E. Robinson, Gabriel J. Merrin, Kirstin Hoagland, Karen Schmelk-Cone, Scott LoMurray, Ashley B. Woolweaver, Katherine M. Ingram, K. Rulison
{"title":"An RCT of Sources of Strength High School Primary Prevention Program on Sexual Violence Perpetration and Victimization and Dismissiveness of Sexual Harassment","authors":"D. Espelage, Tomei Kuehl, P. Wyman, Kyle K Nickodem, Sasha Mintz, Alberto Valido, Luz E. Robinson, Gabriel J. Merrin, Kirstin Hoagland, Karen Schmelk-Cone, Scott LoMurray, Ashley B. Woolweaver, Katherine M. Ingram, K. Rulison","doi":"10.1080/2372966x.2022.2164460","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2164460","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44844825","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 : 2023-03-06DOI: 10.1080/2372966x.2023.2176160
Francis L. Huang, Bixiu Zhang, W. Reinke, K. Herman, James Sebastian
{"title":"The Seasonality of School Climate","authors":"Francis L. Huang, Bixiu Zhang, W. Reinke, K. Herman, James Sebastian","doi":"10.1080/2372966x.2023.2176160","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2176160","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42941015","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 : 2023-03-04DOI: 10.1080/2372966X.2023.2178769
Justin P. Allen, Eui Kyung Kim, S. Jimerson
Abstract Meta-analyses and structured reviews provide a synthesis of the results of multiple studies, thus offering unique contributions to informing practice and advancing science in the field of school psychology. High-quality meta-analyses and structured reviews include a review and summary of the extant studies and highlight clear directions for future research. Given the ongoing efforts of scholars publishing studies with specific samples, the meta-analyses and structured reviews allow for considering the collective evidence across samples and populations. The contents herein highlight (a) the importance of meta-analyses and systematic reviews, (b) elements of rigorous, high quality meta-analyses and systematic reviews, and (c) contemporary meta-analyses and systematic reviews featured in School Psychology Review. These important meta-analyses and systematic reviews will benefit school psychology practitioners, scholars, and graduate students. Impact Statement This article highlights the contributions of meta-analyses and systematic reviews in bringing science to practice. School psychologists and other education professionals benefit from the synthesis of the extant literature providing knowledge and insights that inform best practices in supporting the healthy development and well-being of children and youth.
{"title":"Meta-Analyses and Systematic Reviews Advancing the Practice of School Psychology: The Imperative of Bringing Science to Practice","authors":"Justin P. Allen, Eui Kyung Kim, S. Jimerson","doi":"10.1080/2372966X.2023.2178769","DOIUrl":"https://doi.org/10.1080/2372966X.2023.2178769","url":null,"abstract":"Abstract Meta-analyses and structured reviews provide a synthesis of the results of multiple studies, thus offering unique contributions to informing practice and advancing science in the field of school psychology. High-quality meta-analyses and structured reviews include a review and summary of the extant studies and highlight clear directions for future research. Given the ongoing efforts of scholars publishing studies with specific samples, the meta-analyses and structured reviews allow for considering the collective evidence across samples and populations. The contents herein highlight (a) the importance of meta-analyses and systematic reviews, (b) elements of rigorous, high quality meta-analyses and systematic reviews, and (c) contemporary meta-analyses and systematic reviews featured in School Psychology Review. These important meta-analyses and systematic reviews will benefit school psychology practitioners, scholars, and graduate students. Impact Statement This article highlights the contributions of meta-analyses and systematic reviews in bringing science to practice. School psychologists and other education professionals benefit from the synthesis of the extant literature providing knowledge and insights that inform best practices in supporting the healthy development and well-being of children and youth.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"87 - 94"},"PeriodicalIF":3.0,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48190386","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 : 2023-03-03DOI: 10.1080/2372966x.2023.2175585
Tory L. Ash, Sam Maguire
{"title":"A Scoping Review of Diversity Training for Teachers: The Potential for School Psychology","authors":"Tory L. Ash, Sam Maguire","doi":"10.1080/2372966x.2023.2175585","DOIUrl":"https://doi.org/10.1080/2372966x.2023.2175585","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45150664","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 : 2023-02-23DOI: 10.1080/2372966x.2022.2158368
Chunyan Yang, Maedeh Golshirazi
{"title":"Association Between School Victimization and Substance Use Among Hispanic/Latinx Adolescents: An Intersectionality Analysis of Social–Emotional Learning (SEL) Competencies, Immigration Status, and Gender in Predominantly Hispanic/Latinx High Schools","authors":"Chunyan Yang, Maedeh Golshirazi","doi":"10.1080/2372966x.2022.2158368","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2158368","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45874915","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 : 2023-02-06DOI: 10.1080/2372966x.2022.2142954
S. Lindstrom Johnson, Elise T. Pas, Katrina J. Debnam, Chelsea A. Kaihoi, Catherine P. Bradshaw
{"title":"Effects of an MTSS-B Intervention on Student and Staff Perceptions of School Climate: Findings From Two Group Randomized Trials","authors":"S. Lindstrom Johnson, Elise T. Pas, Katrina J. Debnam, Chelsea A. Kaihoi, Catherine P. Bradshaw","doi":"10.1080/2372966x.2022.2142954","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2142954","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43625304","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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