Teachers play a critical role in school mental health. They aid in the identification and referral of students in need of mental health services and are key players in implementing interventions. Nevertheless, teachers often lack the education and training needed to support youths' mental health. Increasing teachers' mental health literacy (MHL) is recognized as a needed area of focus in improving systems' responses to youths' mental health needs, yet no current tools assess teachers' complete MHL. A measure of MHL for in‐service teachers based on current conceptualizations of MHL in the context of schools was developed and tested. The 24‐item scale was tested in a sample of 407 full‐time teachers in the United States and initial psychometric testing supports its use. The analytic strategy included an exploratory factor analysis (EFA), reliability analysis via Cronbach's α, and convergent validity analysis via zero‐order correlations between the Teachers' MHL Scale and theoretically linked constructs. The final scale includes four subscales that measure teachers' understanding of how to promote well‐being, recognize potential problems, link students in need to appropriate resources, and the link between well‐being and school success. The underlying theory supporting the tool's development and suggestions for its use are discussed.
{"title":"The Teachers' Mental Health Literacy Scale","authors":"Candra Skrzypek","doi":"10.1002/pits.23274","DOIUrl":"https://doi.org/10.1002/pits.23274","url":null,"abstract":"Teachers play a critical role in school mental health. They aid in the identification and referral of students in need of mental health services and are key players in implementing interventions. Nevertheless, teachers often lack the education and training needed to support youths' mental health. Increasing teachers' mental health literacy (MHL) is recognized as a needed area of focus in improving systems' responses to youths' mental health needs, yet no current tools assess teachers' complete MHL. A measure of MHL for in‐service teachers based on current conceptualizations of MHL in the context of schools was developed and tested. The 24‐item scale was tested in a sample of 407 full‐time teachers in the United States and initial psychometric testing supports its use. The analytic strategy included an exploratory factor analysis (EFA), reliability analysis via Cronbach's <jats:italic>α</jats:italic>, and convergent validity analysis via zero‐order correlations between the Teachers' MHL Scale and theoretically linked constructs. The final scale includes four subscales that measure teachers' understanding of how to promote well‐being, recognize potential problems, link students in need to appropriate resources, and the link between well‐being and school success. The underlying theory supporting the tool's development and suggestions for its use are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505918","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}
Geovanna Rodriguez, Dania R. Holmberg, Amber Fredrick, Susan J. Stadelman
Suicide is a complex, multifaceted crisis affecting children and adolescents, and has become a major public health concern. While there is a plethora of research on this topic among neurotypically developing youth, much less is known about the nature of suicidality in autistic individuals. Autistic youth show an increased vulnerability for suicidal tendencies that are poorly understood among school mental health (SMH) professionals, who report a range of competency and self‐efficacy to address suicidality in school settings (Debski et al., 2007; O'Neill et al., 2020). Co‐occurring mental health difficulties pose significant challenges in the early detection of suicide risk in autistic youth. Given that suicide is the leading cause of death among autistic individuals, the incidence of suicidality among autistic youth is of particular concern. This article provides a practice‐friendly review of the research outlining innate vulnerabilities that present risk factors for suicide among autistic youth, along with assessment considerations that help inform the management of suicide risk in autistic youth. We conclude with recommendations for integrating a multi‐tiered neurodiverse‐affirming approach with sensitivity for student intersecting identities and system‐level influences on student mental health that enables SMH professionals to create supportive school environments for autistic youth that prevent further harm.
{"title":"Addressing suicidality in autistic youth: Implications for school mental health professionals","authors":"Geovanna Rodriguez, Dania R. Holmberg, Amber Fredrick, Susan J. Stadelman","doi":"10.1002/pits.23273","DOIUrl":"https://doi.org/10.1002/pits.23273","url":null,"abstract":"Suicide is a complex, multifaceted crisis affecting children and adolescents, and has become a major public health concern. While there is a plethora of research on this topic among neurotypically developing youth, much less is known about the nature of suicidality in autistic individuals. Autistic youth show an increased vulnerability for suicidal tendencies that are poorly understood among school mental health (SMH) professionals, who report a range of competency and self‐efficacy to address suicidality in school settings (Debski et al., 2007; O'Neill et al., 2020). Co‐occurring mental health difficulties pose significant challenges in the early detection of suicide risk in autistic youth. Given that suicide is the leading cause of death among autistic individuals, the incidence of suicidality among autistic youth is of particular concern. This article provides a practice‐friendly review of the research outlining innate vulnerabilities that present risk factors for suicide among autistic youth, along with assessment considerations that help inform the management of suicide risk in autistic youth. We conclude with recommendations for integrating a multi‐tiered neurodiverse‐affirming approach with sensitivity for student intersecting identities and system‐level influences on student mental health that enables SMH professionals to create supportive school environments for autistic youth that prevent further harm.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505920","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}
Using the revised job demands–resources model, this study aimed to analyze the direct relationship of teacher self‐efficacy with burnout and its indirect relationship through perceived social support as well as the moderating roles of teacher optimism in these relationships. The study used a Bayesian estimator with structural equation modeling to examine the structural relationships among self‐efficacy, optimism, perceived social support, and burnout, using data collected from a sample of 288 teachers in Elâzığ, a city in the eastern region of Turkey. The results demonstrated the negative relationships between teacher self‐efficacy and optimism with burnout, and the indirect negative relationship between teacher self‐efficacy and burnout through perceived social support. In addition, the present study revealed that the direct relationship between teacher self‐efficacy and perceived social support and the indirect relationship between teacher self‐efficacy and burnout through perceived social support can be strengthened depending on the level of optimism. Recommendations for practitioners, policymakers, and researchers are presented.
{"title":"The relationships between teacher self‐efficacy, optimism, perceived social support, and burnout: A moderated mediation analysis using the revised job demands–resources model","authors":"Alper Uslukaya","doi":"10.1002/pits.23272","DOIUrl":"https://doi.org/10.1002/pits.23272","url":null,"abstract":"Using the revised job demands–resources model, this study aimed to analyze the direct relationship of teacher self‐efficacy with burnout and its indirect relationship through perceived social support as well as the moderating roles of teacher optimism in these relationships. The study used a Bayesian estimator with structural equation modeling to examine the structural relationships among self‐efficacy, optimism, perceived social support, and burnout, using data collected from a sample of 288 teachers in Elâzığ, a city in the eastern region of Turkey. The results demonstrated the negative relationships between teacher self‐efficacy and optimism with burnout, and the indirect negative relationship between teacher self‐efficacy and burnout through perceived social support. In addition, the present study revealed that the direct relationship between teacher self‐efficacy and perceived social support and the indirect relationship between teacher self‐efficacy and burnout through perceived social support can be strengthened depending on the level of optimism. Recommendations for practitioners, policymakers, and researchers are presented.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505921","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}
Jungnam Kim, Hyunhee Kim, Hong Ryun Woo, Ching‐Chen Chen, Sangmin Park
Due to the model minority myth, scant attention has been given to the college preparation of Asian American (AA) students. Using the national sample of High School Longitudinal Study of 2009–2013, this study examined associations among student–counselor interactions, school connectedness, and college enrollment of AA students. The results of the structural equation modeling indicated that school connectedness fully mediated the association between student–counselor interactions and college enrollment. The findings from the current study suggest that when AA students interact with school counselors in the 9th grade, they tend to feel more connected to their school, which, in turn, leads to increased college enrollment decisions in the 12th grade. Implications for helping professionals in schools are discussed.
{"title":"Beyond the model minority myth: Student–counselor interactions and college enrollment of Asian American students","authors":"Jungnam Kim, Hyunhee Kim, Hong Ryun Woo, Ching‐Chen Chen, Sangmin Park","doi":"10.1002/pits.23271","DOIUrl":"https://doi.org/10.1002/pits.23271","url":null,"abstract":"Due to the model minority myth, scant attention has been given to the college preparation of Asian American (AA) students. Using the national sample of High School Longitudinal Study of 2009–2013, this study examined associations among student–counselor interactions, school connectedness, and college enrollment of AA students. The results of the structural equation modeling indicated that school connectedness fully mediated the association between student–counselor interactions and college enrollment. The findings from the current study suggest that when AA students interact with school counselors in the 9th grade, they tend to feel more connected to their school, which, in turn, leads to increased college enrollment decisions in the 12th grade. Implications for helping professionals in schools are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505925","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}
Although the relationships between some antecedents (such as affective disorders and negative emotions) and short‐form video addiction have been verified by previous studies, the association between negative cognitive bias and this addictive behavior has not been examined, and the underlying psychological mechanisms are still unclear. The present study explored the relationship between negative cognitive bias and short‐form video addiction as well as the mediating roles of social support and loneliness in this association. The participants of the current study included 336 university students (197 females). The findings showed that (1) negative cognitive bias was positively correlated with short‐form video addiction; (2) social support and loneliness separately mediated the relationship between negative cognitive bias and short‐form video addiction; and (3) social support and loneliness sequentially mediated the relationship between negative cognitive bias and short‐form video addiction. These results might be helpful for understanding the relationships and the underlying psychological mechanisms between these study variables. Future studies were encouraged to investigate effective intervention approaches for relieving negative cognitive bias, which might be conducive to decreasing the severity of short‐form video addiction.
{"title":"Linking negative cognitive bias to short‐form video addiction: The mediating roles of social support and loneliness","authors":"Heng Yue, Guang Yang, Hugejiletu Bao, Xinzhe Bao, Xuemin Zhang","doi":"10.1002/pits.23260","DOIUrl":"https://doi.org/10.1002/pits.23260","url":null,"abstract":"Although the relationships between some antecedents (such as affective disorders and negative emotions) and short‐form video addiction have been verified by previous studies, the association between negative cognitive bias and this addictive behavior has not been examined, and the underlying psychological mechanisms are still unclear. The present study explored the relationship between negative cognitive bias and short‐form video addiction as well as the mediating roles of social support and loneliness in this association. The participants of the current study included 336 university students (197 females). The findings showed that (1) negative cognitive bias was positively correlated with short‐form video addiction; (2) social support and loneliness separately mediated the relationship between negative cognitive bias and short‐form video addiction; and (3) social support and loneliness sequentially mediated the relationship between negative cognitive bias and short‐form video addiction. These results might be helpful for understanding the relationships and the underlying psychological mechanisms between these study variables. Future studies were encouraged to investigate effective intervention approaches for relieving negative cognitive bias, which might be conducive to decreasing the severity of short‐form video addiction.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505926","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}
Kristina Hunter‐Mullis, Catherine Qing, Kim Alexander Decker
Rural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence‐based prevention efforts. This case study evaluated both remote and in‐person instruction of Second Step®, a social‐emotional learning (SEL) curriculum aimed to improve school‐based prevention efforts. Second Step® was implemented in a rural Midwestern middle school from Fall 2020 to Spring 2022. Pre‐ and post‐surveys were given to 7th grade (n = 233) and 8th grade (n = 146) students. To evaluate program implementation, t‐tests were conducted. Post‐survey scores were compared to evaluate remote versus in‐person learning. Seventh grade students showed significant improvement of self‐efficacy in overcoming obstacles, and this was expanded via in‐person instruction. Eighth grade students increased knowledge of identifying and disrupting bullying, and the goal‐setting unit showed more success taught via remote instruction. Second Step® shows promise in increasing self‐efficacy and knowledge of SEL topics. Exploratory results suggest both in‐person and remote implementation should be considered.
农村青少年滥用药物和面临其他心理健康挑战的风险更大。有必要加强循证预防工作。本案例研究评估了 Second Step® 的远程和面对面教学，这是一种旨在改善校本预防工作的社会情感学习（SEL）课程。从 2020 年秋季到 2022 年春季，Second Step® 在一所中西部农村中学实施。对七年级（n = 233）和八年级（n = 146）的学生进行了前后调查。为评估计划实施情况，进行了 t 检验。通过比较调查后的得分来评估远程学习与现场学习的效果。七年级学生在克服障碍的自我效能感方面有了显著提高，这一点通过面对面教学得到了扩展。八年级学生增加了识别和制止欺凌行为的知识，通过远程教学，目标设定单元取得了更大的成功。Second Step® 在提高自我效能感和对 SEL 主题的了解方面大有可为。探索性结果表明，应考虑同时采用面对面教学和远程教学。
{"title":"Evaluation of remote and in‐person instruction of a social‐emotional learning curriculum in a rural midwestern middle school: A case study","authors":"Kristina Hunter‐Mullis, Catherine Qing, Kim Alexander Decker","doi":"10.1002/pits.23270","DOIUrl":"https://doi.org/10.1002/pits.23270","url":null,"abstract":"Rural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence‐based prevention efforts. This case study evaluated both remote and in‐person instruction of <jats:italic>Second Step®</jats:italic>, a social‐emotional learning (SEL) curriculum aimed to improve school‐based prevention efforts. <jats:italic>Second Step®</jats:italic> was implemented in a rural Midwestern middle school from Fall 2020 to Spring 2022. Pre‐ and post‐surveys were given to 7th grade (<jats:italic>n</jats:italic> = 233) and 8th grade (<jats:italic>n</jats:italic> = 146) students. To evaluate program implementation, <jats:italic>t</jats:italic>‐tests were conducted. Post‐survey scores were compared to evaluate remote versus in‐person learning. Seventh grade students showed significant improvement of self‐efficacy in overcoming obstacles, and this was expanded via in‐person instruction. Eighth grade students increased knowledge of identifying and disrupting bullying, and the goal‐setting unit showed more success taught via remote instruction. <jats:italic>Second Step®</jats:italic> shows promise in increasing self‐efficacy and knowledge of SEL topics. Exploratory results suggest both in‐person and remote implementation should be considered.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505927","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}
Although research has consistently highlighted the importance of school adjustment for high school students, validated tools for assessing this construct are currently lacking. To address this gap, our study aimed to develop and validate a scale to measure school adjustment among high school students. Employing a two‐stage approach, we first examined the concept of adjustment and generated scale items. Subsequently, we surveyed 1121 high school students, and randomly split the data into two groups for subsequent analyses. Through exploratory in the first stage and confirmatory factor analyses in the second stage, we identified two higher‐order factors within the scale: social adjustment and academic adjustment, with academic adjustment consisting of two sub‐factors, academic performance and, academic engagement. The results indicated that the scale has an excellent model fit, as well as adequate reliability and high construct validity. Overall, our study provides a valuable tool for assessing school adjustment in high school students.
{"title":"School adjustment scale for high school students: Development and initial validation","authors":"Semih Kaynak, Adnan Kan","doi":"10.1002/pits.23269","DOIUrl":"https://doi.org/10.1002/pits.23269","url":null,"abstract":"Although research has consistently highlighted the importance of school adjustment for high school students, validated tools for assessing this construct are currently lacking. To address this gap, our study aimed to develop and validate a scale to measure school adjustment among high school students. Employing a two‐stage approach, we first examined the concept of adjustment and generated scale items. Subsequently, we surveyed 1121 high school students, and randomly split the data into two groups for subsequent analyses. Through exploratory in the first stage and confirmatory factor analyses in the second stage, we identified two higher‐order factors within the scale: social adjustment and academic adjustment, with academic adjustment consisting of two sub‐factors, academic performance and, academic engagement. The results indicated that the scale has an excellent model fit, as well as adequate reliability and high construct validity. Overall, our study provides a valuable tool for assessing school adjustment in high school students.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505928","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}
Matthew Baker, Kaitlin M. H. Winks, Corey J. Rood, Jodi A. Quas, Shanna Williams
Sex trafficking of minors is a significant problem across North America, with sizeable numbers of youth being directly or indirectly manipulated into being exploited or trafficked. Identification of these youth remains difficult, in part because of a lack of knowledge about common characteristics and in part because of victims' reluctance engaging with and trusting law enforcement enough to disclose their experiences. Given that many youth are trafficked during school‐aged years, school settings may represent an ideal location to target prevention and identification efforts, especially by health‐related school professionals, whose training, professional duties, and often positive relationships with youth may make the professionals trustworthy disclosure recipients. Whether such professionals are effective, though, depends on their knowledge of who is at risk for trafficking, characteristics that distinguish trafficking from other forms of harm, and effective questioning approaches to elicit disclosures from victimized youth. To document whether this knowledge exists, we surveyed 361 school‐based professionals concerning their ability to identify trafficking and knowledge of trafficking, adolescent development, and interviewing youth. Although nearly all (97%) school professionals recognized general student risk in the vignettes, only 18% identified that risk as trafficking. Professionals who had prior experience with trafficked youth were more likely to recognize trafficking than those without such experience. Finally, professionals evidenced some general knowledge about the existence of trafficking, adolescent development, and interviewing, but demonstrated more limited knowledge in the most common characteristics of trafficked minors and nuanced aspects of best‐practice questioning approaches. Results highlight important directions for training of school‐based professionals to improve prevention and identification of a highly vulnerable and often overlooked population of victims, namely trafficked minors.
{"title":"Improving the value of school professionals as partners in efforts to enhance recognition of and responses to youth sex trafficking","authors":"Matthew Baker, Kaitlin M. H. Winks, Corey J. Rood, Jodi A. Quas, Shanna Williams","doi":"10.1002/pits.23250","DOIUrl":"https://doi.org/10.1002/pits.23250","url":null,"abstract":"Sex trafficking of minors is a significant problem across North America, with sizeable numbers of youth being directly or indirectly manipulated into being exploited or trafficked. Identification of these youth remains difficult, in part because of a lack of knowledge about common characteristics and in part because of victims' reluctance engaging with and trusting law enforcement enough to disclose their experiences. Given that many youth are trafficked during school‐aged years, school settings may represent an ideal location to target prevention and identification efforts, especially by health‐related school professionals, whose training, professional duties, and often positive relationships with youth may make the professionals trustworthy disclosure recipients. Whether such professionals are effective, though, depends on their knowledge of who is at risk for trafficking, characteristics that distinguish trafficking from other forms of harm, and effective questioning approaches to elicit disclosures from victimized youth. To document whether this knowledge exists, we surveyed 361 school‐based professionals concerning their ability to identify trafficking and knowledge of trafficking, adolescent development, and interviewing youth. Although nearly all (97%) school professionals recognized general student risk in the vignettes, only 18% identified that risk as trafficking. Professionals who had prior experience with trafficked youth were more likely to recognize trafficking than those without such experience. Finally, professionals evidenced some general knowledge about the existence of trafficking, adolescent development, and interviewing, but demonstrated more limited knowledge in the most common characteristics of trafficked minors and nuanced aspects of best‐practice questioning approaches. Results highlight important directions for training of school‐based professionals to improve prevention and identification of a highly vulnerable and often overlooked population of victims, namely trafficked minors.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505929","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}
Selecting the right academic major significantly shapes an individual's future career path, making it a longstanding focus of research. The shift to online platforms, accelerated by the challenges posed by the coronavirus pandemic, has transformed counseling and guidance systems. Consequently, developing robust online support systems has become imperative for extending guidance to all students. This article introduces the design, development, and evaluation of “My Future Career,” a multidimensional recommendation system (RS) crafted to aid students in navigating university and academic major selection decisions. The system relies on three key student‐driven parameters: central university entrance exam scores, rankings, and occupational personality types, utilizing cosine similarity and normalized distance to align user and item profiles. Following the system's completion, an assessment was conducted using data from real users, revealing an impressive accuracy (hit rate 100%, precision 88%) in recommendations following the inclusion of contextual post‐filtering features. The findings not only highlight the system's effectiveness but also underscore the positive user experience, as students express contentment with its ease of use and practical utility. The results emphasize the endorsement of expert's regarding the system's consistency (52%), relevance (96%), and acceptance (96%) in providing recommendations.
{"title":"Navigating academia: Designing and evaluating a multidimensional recommendation system for university and major selection","authors":"Sibel Somyürek, Nevcan Aksoy","doi":"10.1002/pits.23255","DOIUrl":"https://doi.org/10.1002/pits.23255","url":null,"abstract":"Selecting the right academic major significantly shapes an individual's future career path, making it a longstanding focus of research. The shift to online platforms, accelerated by the challenges posed by the coronavirus pandemic, has transformed counseling and guidance systems. Consequently, developing robust online support systems has become imperative for extending guidance to all students. This article introduces the design, development, and evaluation of “My Future Career,” a multidimensional recommendation system (RS) crafted to aid students in navigating university and academic major selection decisions. The system relies on three key student‐driven parameters: central university entrance exam scores, rankings, and occupational personality types, utilizing cosine similarity and normalized distance to align user and item profiles. Following the system's completion, an assessment was conducted using data from real users, revealing an impressive accuracy (hit rate 100%, precision 88%) in recommendations following the inclusion of contextual post‐filtering features. The findings not only highlight the system's effectiveness but also underscore the positive user experience, as students express contentment with its ease of use and practical utility. The results emphasize the endorsement of expert's regarding the system's consistency (52%), relevance (96%), and acceptance (96%) in providing recommendations.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505811","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}
Poor mental health in childhood and adolescence has a significant impact on both physical and mental health throughout life. However, growing evidence suggests that current levels of child and adolescent mental health (CAMH) care are insufficient to meet the needs of many children and adolescents in the United States as evidenced by increasing rates of mental health problems, inequities in diagnosis, and inaccessibility of services. This article provides a discussion of current problems in CAMH and school mental health services and emphasizes a developmental perspective of CAMH, including the co‐occurrence of school difficulties and mental health concerns. A universal design for learning framework for school‐wide mental health programs is suggested as a means of addressing barriers to care and promoting prevention and early intervention in CAMH.
{"title":"Using the universal design for learning framework to improve child and adolescent mental health","authors":"Liane C. Pereira, Deborah A. Ith","doi":"10.1002/pits.23252","DOIUrl":"https://doi.org/10.1002/pits.23252","url":null,"abstract":"<jats:label/>Poor mental health in childhood and adolescence has a significant impact on both physical and mental health throughout life. However, growing evidence suggests that current levels of child and adolescent mental health (CAMH) care are insufficient to meet the needs of many children and adolescents in the United States as evidenced by increasing rates of mental health problems, inequities in diagnosis, and inaccessibility of services. This article provides a discussion of current problems in CAMH and school mental health services and emphasizes a developmental perspective of CAMH, including the co‐occurrence of school difficulties and mental health concerns. A universal design for learning framework for school‐wide mental health programs is suggested as a means of addressing barriers to care and promoting prevention and early intervention in CAMH.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529376","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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