Pub Date : 2024-07-03DOI: 10.1080/15377903.2024.2374725
Michael R. Capawana
Childhood obesity is a prevalent health condition, the effects of which extend to mental health, social relationships, educational performance, and long-term physical health conditions. The present...
{"title":"Multidimensional Risk and Resilience Factors in Urban Youth with Unhealthy Weight","authors":"Michael R. Capawana","doi":"10.1080/15377903.2024.2374725","DOIUrl":"https://doi.org/10.1080/15377903.2024.2374725","url":null,"abstract":"Childhood obesity is a prevalent health condition, the effects of which extend to mental health, social relationships, educational performance, and long-term physical health conditions. The present...","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141585850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.1080/15377903.2024.2353922
Gary E. Schaffer, Anthony J. Faber, Shahrokh M. Shafaie, Darin Stageberg
{"title":"Perceptions of Autistic and Nonautistic High School Students Regarding Factors That Impact Their Motivation to Be Academically Successful","authors":"Gary E. Schaffer, Anthony J. Faber, Shahrokh M. Shafaie, Darin Stageberg","doi":"10.1080/15377903.2024.2353922","DOIUrl":"https://doi.org/10.1080/15377903.2024.2353922","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.1080/15377903.2024.2353921
Irmarie Cruz-López, Tawny N. Evans-McCleon, E. J. Looby, Tianlan Wei, D. Gadke
{"title":"Universal Behavioral Screening: Inclusion of Student’s Trauma Symptoms and Hurricane Exposure","authors":"Irmarie Cruz-López, Tawny N. Evans-McCleon, E. J. Looby, Tianlan Wei, D. Gadke","doi":"10.1080/15377903.2024.2353921","DOIUrl":"https://doi.org/10.1080/15377903.2024.2353921","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.1080/15377903.2024.2353919
Kathleen A. Aspiranti, Ella Schoenen, David M. Hulac
{"title":"The Effects of Fidget Spinners on Oral Reading Fluency","authors":"Kathleen A. Aspiranti, Ella Schoenen, David M. Hulac","doi":"10.1080/15377903.2024.2353919","DOIUrl":"https://doi.org/10.1080/15377903.2024.2353919","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.1080/15377903.2023.2290733
Pamela W. Garner, Kyndra V. Middleton, Julia M. Shadur
{"title":"Peer Victimization among Black Preschoolers: Roles of Emotion Knowledge, Teacher-Child Relationships, and Gender","authors":"Pamela W. Garner, Kyndra V. Middleton, Julia M. Shadur","doi":"10.1080/15377903.2023.2290733","DOIUrl":"https://doi.org/10.1080/15377903.2023.2290733","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138957302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-09DOI: 10.1080/15377903.2023.2290726
Chung-Hau Fan, Chia-Lin Tsai, Yanchen Zhang, Nai-Jiin Yang
{"title":"An Exploration of Staff’s Beliefs about School-Wide Positive Behavior Support: Factor Examination Using the Beliefs about Behavior Survey","authors":"Chung-Hau Fan, Chia-Lin Tsai, Yanchen Zhang, Nai-Jiin Yang","doi":"10.1080/15377903.2023.2290726","DOIUrl":"https://doi.org/10.1080/15377903.2023.2290726","url":null,"abstract":"","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/15377903.2023.2263386
Ana d’Abreu, Sarah K. Ura, Katherine E. Fletcher
AbstractThis study investigated the utility of using an omnibus measure of child functioning, the Child Behavior Checklist (CBCL), to screen for symptoms of PTSD. Although measures to assess trauma symptoms exist, they are often not linguistically and culturally valid for many school-age populations. Data from parents of Syrian refugee youth (ages 10-18 years, M = 13.54, SD = 2.27, n = 70) who recently resettled in the U.S. were analyzed, as their refugee status implies they likely have experienced traumatic events during the Syrian War. A mixed-method design was employed, comparing qualitative data from parent focus groups to quantitative responses on the CBCL. Results provide preliminary support for use of CBCL items as a culturally-responsive screening tool for screening symptoms of PTSD in school-aged children, though it should not replace formalized assessment.Keywords: Culturally responsive trauma-informed (CRTI)trauma symptomsPTSDmental healthrefugees Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要本研究探讨了儿童行为量表(CBCL)对PTSD症状的筛查作用。虽然存在评估创伤症状的措施，但这些措施在语言和文化上往往对许多学龄人口无效。我们分析了最近在美国重新定居的叙利亚难民青年(10-18岁，M = 13.54, SD = 2.27, n = 70)的父母的数据，因为他们的难民身份意味着他们可能在叙利亚战争期间经历过创伤事件。采用混合方法设计，比较来自家长焦点小组的定性数据和CBCL的定量反应。结果初步支持使用CBCL项目作为筛查学龄儿童PTSD症状的文化反应性筛查工具，尽管它不应取代正式的评估。关键词:文化反应性创伤知情(CRTI)创伤症状心理健康难民披露声明作者未报告潜在的利益冲突。
{"title":"Using the Child Behavior Checklist to Screen for PTSD: A Mixed Method Study of Syrian Refugee Youth","authors":"Ana d’Abreu, Sarah K. Ura, Katherine E. Fletcher","doi":"10.1080/15377903.2023.2263386","DOIUrl":"https://doi.org/10.1080/15377903.2023.2263386","url":null,"abstract":"AbstractThis study investigated the utility of using an omnibus measure of child functioning, the Child Behavior Checklist (CBCL), to screen for symptoms of PTSD. Although measures to assess trauma symptoms exist, they are often not linguistically and culturally valid for many school-age populations. Data from parents of Syrian refugee youth (ages 10-18 years, M = 13.54, SD = 2.27, n = 70) who recently resettled in the U.S. were analyzed, as their refugee status implies they likely have experienced traumatic events during the Syrian War. A mixed-method design was employed, comparing qualitative data from parent focus groups to quantitative responses on the CBCL. Results provide preliminary support for use of CBCL items as a culturally-responsive screening tool for screening symptoms of PTSD in school-aged children, though it should not replace formalized assessment.Keywords: Culturally responsive trauma-informed (CRTI)trauma symptomsPTSDmental healthrefugees Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-15DOI: 10.1080/15377903.2023.2263396
Samira Amirazizi, Emily Edelman, Erin Dowdy, Matthew Quirk
AbstractThis study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 2020, immediately following the onset of the COVID-19 pandemic. Specifically, this group-based intervention provided parents with weekly psychoeducation of parenting skills to support their child’s development and wellbeing, a toolkit of kindergarten readiness resources, and social support with other parents. Parent self-efficacy was collected pre and post intervention utilizing the Parent Empowerment and Efficacy Measure (PEEM). Paired samples t-tests demonstrated statistically significant increases in parents’ overall self-efficacy, t(44) = 3.55, p < .05, and efficacy to connect to resources following the intervention, t(44) = 4.30, p < .05. Focus groups explored parents’ perceived growth and confidence to parent and the quality of the relationship with their child after the intervention. Thematic analyses illuminated five core themes, including increased confidence in managing their child’s behavior and emotional regulation, increased ability to perspective take with their child, increased knowledge of milestones and child development, improved conscientiousness and intentional parenting skills, and an increased efficacy to utilize a toolkit of parent resources and skills. Results and implications are discussed regarding how school psychologists and other school staff can support the home learning environment of families during the transition to kindergarten to promote optimal child development.Keywords: Parent trainingearly childhoodinterventionskindergartenprevention AcknowledgementsThe authors would like to thank all the parents who participated in this research study and intervention during the midst of the COVID-19 pandemic. Additionally, the authors would like to acknowledge the efforts of the undergraduate research assistants who contributed to data transcription.Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approvalThis study was reviewed and determined exempt by the University of California, Santa Barbara Internal Review Board.
摘要本研究考察了虚拟育儿干预的影响，该干预旨在支持2020年夏季即将到来的幼儿园儿童(N = 45)的父母，在2019冠状病毒病大流行爆发后立即提高他们的父母自我效能感。具体来说，这种以小组为基础的干预为父母提供了每周的育儿技能心理教育，以支持他们孩子的发展和幸福，幼儿园准备资源工具包，以及与其他父母的社会支持。采用父母授权与效能量表(PEEM)收集干预前后父母的自我效能感。配对样本t检验结果显示，干预后父母整体自我效能提高，t(44) = 3.55, p < 0.05;干预后父母资源连接效能提高，t(44) = 4.30, p < 0.05。焦点小组探讨了干预后父母的成长和对父母的信心以及与孩子关系的质量。专题分析阐明了五个核心主题，包括增加管理孩子行为和情绪调节的信心，增加与孩子一起看待问题的能力，增加对里程碑和儿童发展的知识，提高责任心和有意育儿技能，以及提高利用父母资源和技能工具包的效率。本文讨论了学校心理学家和其他学校工作人员如何在过渡到幼儿园期间支持家庭的家庭学习环境，以促进儿童的最佳发展。关键词:家长培训幼儿干预幼儿园预防感谢作者感谢所有在COVID-19大流行期间参与本研究和干预的家长。此外，作者要感谢为数据转录做出贡献的本科生研究助理的努力。披露声明作者未报告潜在的利益冲突。伦理批准本研究由加州大学圣巴巴拉分校内部审查委员会审查并确定为豁免。
{"title":"Parental Self-Efficacy: Impact of a School Readiness Summer Parenting Intervention","authors":"Samira Amirazizi, Emily Edelman, Erin Dowdy, Matthew Quirk","doi":"10.1080/15377903.2023.2263396","DOIUrl":"https://doi.org/10.1080/15377903.2023.2263396","url":null,"abstract":"AbstractThis study examined the impact of a virtual parenting intervention designed to support parents of incoming kindergartners (N = 45) by bolstering their parental self-efficacy during the summer of 2020, immediately following the onset of the COVID-19 pandemic. Specifically, this group-based intervention provided parents with weekly psychoeducation of parenting skills to support their child’s development and wellbeing, a toolkit of kindergarten readiness resources, and social support with other parents. Parent self-efficacy was collected pre and post intervention utilizing the Parent Empowerment and Efficacy Measure (PEEM). Paired samples t-tests demonstrated statistically significant increases in parents’ overall self-efficacy, t(44) = 3.55, p < .05, and efficacy to connect to resources following the intervention, t(44) = 4.30, p < .05. Focus groups explored parents’ perceived growth and confidence to parent and the quality of the relationship with their child after the intervention. Thematic analyses illuminated five core themes, including increased confidence in managing their child’s behavior and emotional regulation, increased ability to perspective take with their child, increased knowledge of milestones and child development, improved conscientiousness and intentional parenting skills, and an increased efficacy to utilize a toolkit of parent resources and skills. Results and implications are discussed regarding how school psychologists and other school staff can support the home learning environment of families during the transition to kindergarten to promote optimal child development.Keywords: Parent trainingearly childhoodinterventionskindergartenprevention AcknowledgementsThe authors would like to thank all the parents who participated in this research study and intervention during the midst of the COVID-19 pandemic. Additionally, the authors would like to acknowledge the efforts of the undergraduate research assistants who contributed to data transcription.Disclosure statementNo potential conflict of interest was reported by the authors.Ethics approvalThis study was reviewed and determined exempt by the University of California, Santa Barbara Internal Review Board.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.1080/15377903.2023.2263398
Keeley Hynes, Luke Russell, Daniel G. Lannin, Leandra N. Parris, Ani Yazedjian
The current study investigated adolescents’ (N = 213) decision finding processes and affective reactions to interactions on social media via 29 focus groups. As part of a larger study, adolescents participated in focus groups at two time-points across an academic year while participating in a school-based intervention promoting healthy romantic, interpersonal, and family relationships, job readiness, and financial literacy. Qualitative analyses indicated adolescents’ experiences and decisions on social media platforms were informed by their awareness of audiences, namely who they thought would view their posts and anticipated responses from “friends,” “family members,” “fans,” “creeps,” and “potential employers.” Comprehensive school-based interventions may serve to effectively develop responsibility more broadly, as well as a specific awareness about online risks and behaviors.
{"title":"Awareness of Social Media Audiences among Adolescents in a School-Based Intervention","authors":"Keeley Hynes, Luke Russell, Daniel G. Lannin, Leandra N. Parris, Ani Yazedjian","doi":"10.1080/15377903.2023.2263398","DOIUrl":"https://doi.org/10.1080/15377903.2023.2263398","url":null,"abstract":"The current study investigated adolescents’ (N = 213) decision finding processes and affective reactions to interactions on social media via 29 focus groups. As part of a larger study, adolescents participated in focus groups at two time-points across an academic year while participating in a school-based intervention promoting healthy romantic, interpersonal, and family relationships, job readiness, and financial literacy. Qualitative analyses indicated adolescents’ experiences and decisions on social media platforms were informed by their awareness of audiences, namely who they thought would view their posts and anticipated responses from “friends,” “family members,” “fans,” “creeps,” and “potential employers.” Comprehensive school-based interventions may serve to effectively develop responsibility more broadly, as well as a specific awareness about online risks and behaviors.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.1080/15377903.2023.2263388
Gary E. Schaffer, Elizabeth M. Power, Amy K. Fisk, Teniell L. Trolian, Jose M. Castillo
AbstractDespite school psychologists working in non-school settings since 1896, no studies have investigated the practices that these professionals engage in outside the schools. The purpose of this study was to explore the practices of school psychologists in school and non-school settings, such as state agencies and hospitals. Additionally, the researchers sought to uncover why school psychologists chose non-school settings to work in over schools. Insight is provided as to whether the NASP (2020) Practice Model domains were being applied in non-school settings. Findings suggest that the practices of school psychologists in school and non-school settings were aligned with the domains of the NASP Practice Model. Implications for practice, training, and future research regarding school psychologists in non-school settings are discussed.Keywords: Non-school settingsnontraditional settingsalternative practice settingsschool psychologists Disclosure statementThis submission is an original work and is not under review by any other publication. The authors of this publication do not have any interest or relationship, financial or otherwise, that might be interpreted as influencing the research presented in this publication.Notes1 Integrated Science Program: Australia, AUS; Bahrain, BHR; Botswana, BWA; Canada, CAN; Chile, CHL; Chinese Taipei, TWN; Egypt, EGY; England, ENG, Hong Kong SAR, HKG; Iran, Islamic Rep. of, IRN; Ireland, IRL; Israel, ISR; Italy, ITA; Japan, JPN; Jordan, JOR; Korea, Rep. of, KOR; Kuwait, KWT; Malaysia, MYS; New Zealand, NZL; Norway, NOR; Oman, OMN; Qatar, QAT; Saudi Arabia, SAU; Singapore, SGP; South Africa, ZAF; Thailand, THA; Turkey, TUR; United Arab Emirates, ARE; United States, USA.
{"title":"Evaluating the Practices and Tasks of School Psychologists in School and Non-School Settings","authors":"Gary E. Schaffer, Elizabeth M. Power, Amy K. Fisk, Teniell L. Trolian, Jose M. Castillo","doi":"10.1080/15377903.2023.2263388","DOIUrl":"https://doi.org/10.1080/15377903.2023.2263388","url":null,"abstract":"AbstractDespite school psychologists working in non-school settings since 1896, no studies have investigated the practices that these professionals engage in outside the schools. The purpose of this study was to explore the practices of school psychologists in school and non-school settings, such as state agencies and hospitals. Additionally, the researchers sought to uncover why school psychologists chose non-school settings to work in over schools. Insight is provided as to whether the NASP (2020) Practice Model domains were being applied in non-school settings. Findings suggest that the practices of school psychologists in school and non-school settings were aligned with the domains of the NASP Practice Model. Implications for practice, training, and future research regarding school psychologists in non-school settings are discussed.Keywords: Non-school settingsnontraditional settingsalternative practice settingsschool psychologists Disclosure statementThis submission is an original work and is not under review by any other publication. The authors of this publication do not have any interest or relationship, financial or otherwise, that might be interpreted as influencing the research presented in this publication.Notes1 Integrated Science Program: Australia, AUS; Bahrain, BHR; Botswana, BWA; Canada, CAN; Chile, CHL; Chinese Taipei, TWN; Egypt, EGY; England, ENG, Hong Kong SAR, HKG; Iran, Islamic Rep. of, IRN; Ireland, IRL; Israel, ISR; Italy, ITA; Japan, JPN; Jordan, JOR; Korea, Rep. of, KOR; Kuwait, KWT; Malaysia, MYS; New Zealand, NZL; Norway, NOR; Oman, OMN; Qatar, QAT; Saudi Arabia, SAU; Singapore, SGP; South Africa, ZAF; Thailand, THA; Turkey, TUR; United Arab Emirates, ARE; United States, USA.","PeriodicalId":46345,"journal":{"name":"Journal of Applied School Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135094413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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