Pub Date : 2022-09-21DOI: 10.1177/01430343221128244
Scott L. Graves
Albert Beckham, who was the first Black school psychologist in the U.S., frequently used intelligence tests with Black children. This usage required clinical decision making to explain the results obtained from psychoeducational assessments. In their discussion of this aspect of Beckham’s work, introduce the concept of Culturally Relevant Clinical Judgement. This paper discusses issues related to the continued use of cognitive assessment instruments as it relates to clinical judgment in special education eligibility decision-making in comparison to alternatives such as Response-to-Intervention (RtI).
{"title":"Can clinical judgement overcome flawed materials when assessing black children: The need for more intervention-based pedagogy and less assessment negligence","authors":"Scott L. Graves","doi":"10.1177/01430343221128244","DOIUrl":"https://doi.org/10.1177/01430343221128244","url":null,"abstract":"Albert Beckham, who was the first Black school psychologist in the U.S., frequently used intelligence tests with Black children. This usage required clinical decision making to explain the results obtained from psychoeducational assessments. In their discussion of this aspect of Beckham’s work, introduce the concept of Culturally Relevant Clinical Judgement. This paper discusses issues related to the continued use of cognitive assessment instruments as it relates to clinical judgment in special education eligibility decision-making in comparison to alternatives such as Response-to-Intervention (RtI).","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"584 - 590"},"PeriodicalIF":2.3,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41457010","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 : 2022-09-15DOI: 10.1177/01430343221123965
Jingyi Yang, R. Ferraz, Dexin Shi, S. Harrison, Zhi Ye, Lihua Chen, D. Lin
Bullying is a growing concern in China, yet there are few validated scales designed to measure different types of bullying among Chinese children. In this present study, a bilingual team of researchers use a forward-backward translation process to adapt the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM) for Chinese youth. BullyHARM has previously been shown to be a reliable scale for measuring six bullying domains (i.e., physical, verbal, social/relational, cyber, property, sexual) among children in the United States (US). After cultural and linguistic adaptation, we enrolled 397 middle school students from Beijing, China in a validation study to assess the psychometric properties of the new BullyHARM-China scale. Results of confirmatory factor analysis suggest the final 21-item scale displays strong internal consistency. Consistent with findings from the US, the first-order model of six factors (i.e., six bullying subscales) displays the best fit to the data. Our findings suggest that BullyHARM-China is a reliable tool for measuring bullying victimization among Chinese students.
{"title":"Adaptation and validation of BullyHARM-China—a Chinese version of the Bullying, Harassment, and Aggression Receipt Measure","authors":"Jingyi Yang, R. Ferraz, Dexin Shi, S. Harrison, Zhi Ye, Lihua Chen, D. Lin","doi":"10.1177/01430343221123965","DOIUrl":"https://doi.org/10.1177/01430343221123965","url":null,"abstract":"Bullying is a growing concern in China, yet there are few validated scales designed to measure different types of bullying among Chinese children. In this present study, a bilingual team of researchers use a forward-backward translation process to adapt the Bullying, Harassment, and Aggression Receipt Measure (BullyHARM) for Chinese youth. BullyHARM has previously been shown to be a reliable scale for measuring six bullying domains (i.e., physical, verbal, social/relational, cyber, property, sexual) among children in the United States (US). After cultural and linguistic adaptation, we enrolled 397 middle school students from Beijing, China in a validation study to assess the psychometric properties of the new BullyHARM-China scale. Results of confirmatory factor analysis suggest the final 21-item scale displays strong internal consistency. Consistent with findings from the US, the first-order model of six factors (i.e., six bullying subscales) displays the best fit to the data. Our findings suggest that BullyHARM-China is a reliable tool for measuring bullying victimization among Chinese students.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"279 - 300"},"PeriodicalIF":2.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42432749","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 : 2022-09-07DOI: 10.1177/01430343221122453
H. Lei, Xijing Wang, M. Chiu, Mingfeng Du, Tongwei Xie
Past studies of the relation between teacher-student relationship (TSR) and students’ academic achievement (SAA) yielded mixed results, so this study determined the overall link between TSR and SAA, along with their moderators. This three-level meta-analysis of 90 independent effect sizes in 74 empirical studies of 233,961 students showed an overall positive link between TSR and SAA in China (r = .259, 95% CI = [.227; .290]). This relationship was higher in: (a) China's central region (.305) than its eastern (.238) or western regions (.166); (b) senior high school (.345), followed by junior high school (.251), then primary school (.221); (c) English (.302), followed by math (.272), Chinese (.269), and science (.202); and (d) females (B = .507) than males. These results suggest the value of improving teacher-student relationships in policies and practices.
{"title":"Teacher-student relationship and academic achievement in China: Evidence from a three-level meta-analysis","authors":"H. Lei, Xijing Wang, M. Chiu, Mingfeng Du, Tongwei Xie","doi":"10.1177/01430343221122453","DOIUrl":"https://doi.org/10.1177/01430343221122453","url":null,"abstract":"Past studies of the relation between teacher-student relationship (TSR) and students’ academic achievement (SAA) yielded mixed results, so this study determined the overall link between TSR and SAA, along with their moderators. This three-level meta-analysis of 90 independent effect sizes in 74 empirical studies of 233,961 students showed an overall positive link between TSR and SAA in China (r = .259, 95% CI = [.227; .290]). This relationship was higher in: (a) China's central region (.305) than its eastern (.238) or western regions (.166); (b) senior high school (.345), followed by junior high school (.251), then primary school (.221); (c) English (.302), followed by math (.272), Chinese (.269), and science (.202); and (d) females (B = .507) than males. These results suggest the value of improving teacher-student relationships in policies and practices.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"68 - 101"},"PeriodicalIF":2.3,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47533702","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 : 2022-09-01DOI: 10.1177/01430343221122387
Kemal Baytemir
Objectives: Exam Anxiety is a condition influenced by both personal and environmental factors as well as cultural, family, and family-related systems. Accordingly, the current study aims at determining the predictive role of parental exam anxiety with irrational beliefs and perfectionism in explaining students’ exam anxiety. Methods: The study included a total of 1006 participants, students (N = 503 (58%) female and (42%) male) and parents (N = 503 (65%) female and (35%) male) of these students. The Test Anxiety Inventory, Exam Anxiety Scale for Parents, The Irrational Beliefs Scale for Adolescence, and Frost Multidimensional Perfectionism Scale were used as data collection instruments for this study. Results: The regression analyses indicated that exam anxiety in students was significantly predicted by the worry sub-dimension of parental exam anxiety, irrational beliefs as well as concern over mistakes, parental criticism, and doubting of actions sub-dimension of perfectionism. Conclusion: The findings are discussed and explained based on the relevant literature.
{"title":"Do parents have exam anxiety, too? The predictive role of irrational beliefs and perfectionism with parental exam anxiety in explaining students’ exam anxiety","authors":"Kemal Baytemir","doi":"10.1177/01430343221122387","DOIUrl":"https://doi.org/10.1177/01430343221122387","url":null,"abstract":"Objectives: Exam Anxiety is a condition influenced by both personal and environmental factors as well as cultural, family, and family-related systems. Accordingly, the current study aims at determining the predictive role of parental exam anxiety with irrational beliefs and perfectionism in explaining students’ exam anxiety. Methods: The study included a total of 1006 participants, students (N = 503 (58%) female and (42%) male) and parents (N = 503 (65%) female and (35%) male) of these students. The Test Anxiety Inventory, Exam Anxiety Scale for Parents, The Irrational Beliefs Scale for Adolescence, and Frost Multidimensional Perfectionism Scale were used as data collection instruments for this study. Results: The regression analyses indicated that exam anxiety in students was significantly predicted by the worry sub-dimension of parental exam anxiety, irrational beliefs as well as concern over mistakes, parental criticism, and doubting of actions sub-dimension of perfectionism. Conclusion: The findings are discussed and explained based on the relevant literature.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"257 - 278"},"PeriodicalIF":2.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41625793","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 : 2022-09-01DOI: 10.1177/01430343221122408
Maria Rosaria Di Stasio, R. Savage
This study investigates the association between classroom practices and individual social status outcomes in junior high. A nested design using 678 grade 7 and 8 students in 38 classrooms showed that classroom practices are associated with peer social status. Classrooms rated high on instruction were associated with a decreased probability of students with rejected status. In contrast, classrooms rated high on atmosphere and student engagement were associated with an increased probability of students with rejected and popular status. Student perceptions of classrooms revealed that social comparison was associated with an increased probability of students with both rejected and popular status, while competition was associated with an increased probability of students with popular status. Results inform intervention programs that target the peer ecology of the classroom by raising teachers’ awareness of the intersection between pedagogical practices and student social status among peers.
{"title":"Classroom practices and peer social status in junior high school","authors":"Maria Rosaria Di Stasio, R. Savage","doi":"10.1177/01430343221122408","DOIUrl":"https://doi.org/10.1177/01430343221122408","url":null,"abstract":"This study investigates the association between classroom practices and individual social status outcomes in junior high. A nested design using 678 grade 7 and 8 students in 38 classrooms showed that classroom practices are associated with peer social status. Classrooms rated high on instruction were associated with a decreased probability of students with rejected status. In contrast, classrooms rated high on atmosphere and student engagement were associated with an increased probability of students with rejected and popular status. Student perceptions of classrooms revealed that social comparison was associated with an increased probability of students with both rejected and popular status, while competition was associated with an increased probability of students with popular status. Results inform intervention programs that target the peer ecology of the classroom by raising teachers’ awareness of the intersection between pedagogical practices and student social status among peers.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"102 - 120"},"PeriodicalIF":2.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44976299","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 : 2022-08-01DOI: 10.1177/01430343221116297
Colleen R. O’Neal, Kristin Meyering, Leyla Babaturk, N. Gosnell, Hayley Weinberg
The objective of this study was to understand if and for whom anger regulation relates to later reading and math achievement. The sample included 267 upper elementary school students from two schools (5% Asian, 10% Black, 6% Latinx, 17% Multiethnic/Other, and 62% White; 36% dual language learner; 60% female; average age = 9.7 years). Self-reported anger regulation and self- and teacher-reported emotional engagement were assessed. Then, reading and math standardized achievement were tested by the schools approximately three months later. Latent variable path analyzes suggested that withdrawal when experiencing anger (“anger withdraw”) had a significant, positive relation with later reading and math achievement outcomes, when controlling for other anger regulation strategies and demographics. Latent student- and teacher-reported emotional engagement moderated the relation of anger withdraw with later reading achievement. Discussion centers on anger regulation, moderation, and implications of anger regulation for school psychologists.
{"title":"The moderating role of emotional engagement on the relation of anger regulation with later achievement in elementary school","authors":"Colleen R. O’Neal, Kristin Meyering, Leyla Babaturk, N. Gosnell, Hayley Weinberg","doi":"10.1177/01430343221116297","DOIUrl":"https://doi.org/10.1177/01430343221116297","url":null,"abstract":"The objective of this study was to understand if and for whom anger regulation relates to later reading and math achievement. The sample included 267 upper elementary school students from two schools (5% Asian, 10% Black, 6% Latinx, 17% Multiethnic/Other, and 62% White; 36% dual language learner; 60% female; average age = 9.7 years). Self-reported anger regulation and self- and teacher-reported emotional engagement were assessed. Then, reading and math standardized achievement were tested by the schools approximately three months later. Latent variable path analyzes suggested that withdrawal when experiencing anger (“anger withdraw”) had a significant, positive relation with later reading and math achievement outcomes, when controlling for other anger regulation strategies and demographics. Latent student- and teacher-reported emotional engagement moderated the relation of anger withdraw with later reading achievement. Discussion centers on anger regulation, moderation, and implications of anger regulation for school psychologists.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"44 1","pages":"23 - 47"},"PeriodicalIF":2.3,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41517549","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}
The need for psychosocial intervention programmes to address the negative consequences of the COVID-19 pandemic and its associated lockdown restrictions on the mental health of young people is evident. Using a within subject pretest-posttest design, this study aimed to evaluate the effects of online Cognitive Behavioural Therapy (CBT)-based anxiety and depression management psychoeducation programmes on mental health and coping skills in youth ages 14-20. The Demographic Information Form, Revised Child Anxiety Depression Scale, and KidCope were administered before and after the psychoeducational programme to assess programme outcomes. The results indicate significant decreases in levels of anxiety, significant decreases in avoidance of anxiety-provoking situations and significant increases in coping skills following the online CBT Anxiety Management Psychoeducation Program. A significant decrease in depression scores was noted among the online CBT Depression Management Psychoeducation Program participants. Although these results should be interpreted cautiously due to limitations of the study (e.g., no control group, high attrition), they suggest that psychological prevention or intervention programmes may be beneficial for young people who are physically unable to go to school or who cannot interact face-to-face with social support networks.
{"title":"Videoconferencing-based cognitive behavioral therapy for youth with anxiety and depression during COVID-19 pandemic.","authors":"Burcu Uysal, Ebru Morgül, Feyzanur Taştekne, Dilruba Sönmez, Mehmed Seyda Tepedelen, Sümeyra Gülay, Iclal Eskioğlu Aydın, Hülya Evecek, Vahdet Gormez","doi":"10.1177/01430343221097613","DOIUrl":"10.1177/01430343221097613","url":null,"abstract":"<p><p>The need for psychosocial intervention programmes to address the negative consequences of the COVID-19 pandemic and its associated lockdown restrictions on the mental health of young people is evident. Using a within subject pretest-posttest design, this study aimed to evaluate the effects of online Cognitive Behavioural Therapy (CBT)-based anxiety and depression management psychoeducation programmes on mental health and coping skills in youth ages 14-20. The Demographic Information Form, Revised Child Anxiety Depression Scale, and KidCope were administered before and after the psychoeducational programme to assess programme outcomes. The results indicate significant decreases in levels of anxiety, significant decreases in avoidance of anxiety-provoking situations and significant increases in coping skills following the online CBT Anxiety Management Psychoeducation Program. A significant decrease in depression scores was noted among the online CBT Depression Management Psychoeducation Program participants. Although these results should be interpreted cautiously due to limitations of the study (e.g., no control group, high attrition), they suggest that psychological prevention or intervention programmes may be beneficial for young people who are physically unable to go to school or who cannot interact face-to-face with social support networks.</p>","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"420-439"},"PeriodicalIF":2.3,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9096007/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47946876","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 : 2022-07-11DOI: 10.1177/01430343221113004
Shuyin Wang, Xu Li, Jiamei Lu, MeiQi Yu
Although teacher empathy has an important influence on adolescents’ positive academic emotions, the mediating mechanism between these two factors remains unclear. This study examines whether interpersonal emotion regulation plays a mediating role in the relationship between perceived teacher empathy and teenagers’ positive academic emotions. A total of 755 teenagers completed the Interpersonal Reactivity Index, the Adolescents’ Academic Emotions Questionnaire, and the Interpersonal Regulation Questionnaire. The results revealed significant correlations between two subscales of the Interpersonal Reactivity Index, perspective-taking and empathic concern; two dimensions of the Adolescents’ Academic Emotions Questionnaire, high and low positive arousal; and two dimensions of the Interpersonal Regulation Questionnaire, positive and negative emotion interpersonal emotion regulation. Perceived teacher empathy positively predicted teenagers’ positive academic emotions, and interpersonal emotion regulation played a mediating role.
{"title":"Perceived teacher empathy and teenagers’ positive academic emotions: The mediating effect of interpersonal emotion regulation","authors":"Shuyin Wang, Xu Li, Jiamei Lu, MeiQi Yu","doi":"10.1177/01430343221113004","DOIUrl":"https://doi.org/10.1177/01430343221113004","url":null,"abstract":"Although teacher empathy has an important influence on adolescents’ positive academic emotions, the mediating mechanism between these two factors remains unclear. This study examines whether interpersonal emotion regulation plays a mediating role in the relationship between perceived teacher empathy and teenagers’ positive academic emotions. A total of 755 teenagers completed the Interpersonal Reactivity Index, the Adolescents’ Academic Emotions Questionnaire, and the Interpersonal Regulation Questionnaire. The results revealed significant correlations between two subscales of the Interpersonal Reactivity Index, perspective-taking and empathic concern; two dimensions of the Adolescents’ Academic Emotions Questionnaire, high and low positive arousal; and two dimensions of the Interpersonal Regulation Questionnaire, positive and negative emotion interpersonal emotion regulation. Perceived teacher empathy positively predicted teenagers’ positive academic emotions, and interpersonal emotion regulation played a mediating role.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"443 - 459"},"PeriodicalIF":2.3,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44524473","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 : 2022-07-03DOI: 10.1177/01430343221111061
E. J. Edwards, Caitlin S. Taylor, Robert S. Vaughan
Smartphones have many characteristics that make them attractive to adolescents. Recent work, however, has established a link between smartphone-related problems and self-esteem (self-worth) and social anxiety (fear of social relations). To date, little is known about the characteristics underpinning these relationships in combination. Driven by theory, the present study examined the association between self-esteem, social anxiety, and nomophobia (fear of being without access to a smartphone) and problem smartphone use (PSU) in a sample of early adolescents (N = 254). Self-esteem (Rosenberg Self Esteem Scale), social anxiety (Social Avoidance and Distress Scale) and their combined contribution (self-esteem × social anxiety) served as predictor variables of nomophobia (Nomophobia Questionnaire) and PSU (Mobile Phone Problem Usage Scale – Adolescent version) in separate moderated regression analyses. We found that lower self-esteem was associated with higher nomophobia and PSU, and that higher self-esteem may be a protective factor in those lower in social anxiety, such that they are not prone to excessive smartphone use. Our findings offer preliminary markers for psychologists addressing the challenges related to excessive smartphone use in this age group.
{"title":"Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents","authors":"E. J. Edwards, Caitlin S. Taylor, Robert S. Vaughan","doi":"10.1177/01430343221111061","DOIUrl":"https://doi.org/10.1177/01430343221111061","url":null,"abstract":"Smartphones have many characteristics that make them attractive to adolescents. Recent work, however, has established a link between smartphone-related problems and self-esteem (self-worth) and social anxiety (fear of social relations). To date, little is known about the characteristics underpinning these relationships in combination. Driven by theory, the present study examined the association between self-esteem, social anxiety, and nomophobia (fear of being without access to a smartphone) and problem smartphone use (PSU) in a sample of early adolescents (N = 254). Self-esteem (Rosenberg Self Esteem Scale), social anxiety (Social Avoidance and Distress Scale) and their combined contribution (self-esteem × social anxiety) served as predictor variables of nomophobia (Nomophobia Questionnaire) and PSU (Mobile Phone Problem Usage Scale – Adolescent version) in separate moderated regression analyses. We found that lower self-esteem was associated with higher nomophobia and PSU, and that higher self-esteem may be a protective factor in those lower in social anxiety, such that they are not prone to excessive smartphone use. Our findings offer preliminary markers for psychologists addressing the challenges related to excessive smartphone use in this age group.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"460 - 476"},"PeriodicalIF":2.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49292163","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 : 2022-06-28DOI: 10.1177/01430343221104986
M. Capurso, S. De Stasio, B. Ragni
In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.
{"title":"Universal crisis psychoeducational interventions in schools: A scoping review","authors":"M. Capurso, S. De Stasio, B. Ragni","doi":"10.1177/01430343221104986","DOIUrl":"https://doi.org/10.1177/01430343221104986","url":null,"abstract":"In times of crisis, schools are expected to help students deal with the situation and any help offered should consider the social and emotional problems arising from the critical event. Therefore, school-based activities enabling children to recognize the experience and work through it are essential to sustain their normal development and prevent academic and mental health problems. This paper provides an overview of the literature on universal school crisis interventions. We performed a scoping literature search in Scopus, ERIC, and Psych Info for articles published between January 2000 and May 2021 and identified 32 universal school-based crisis interventions based on three main crisis types (armed conflict, natural disaster, and Covid-19). Analysis of the methodologies and theoretical backgrounds generated six key psychoeducational factors commonly adopted. Comparing the different programmes in terms of topics, course content, duration, and methodology can help administrators and educators select the most appropriate crisis intervention for their school and situation. We also discuss the collaboration between mental health care specialists, school teams, and other important factors needed to implement these programmes and ensure their effectiveness under real-life conditions.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":"43 1","pages":"339 - 380"},"PeriodicalIF":2.3,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41377146","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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