The main purpose of this research was to identify ethical decision‐making approaches in school counseling. The study focused on the experiences of secondary school counselors in Addis Ababa, Ethiopia. A concurrent triangulation mixed methods design was used for getting a complete understanding of ethical decision‐making approaches of school counseling. Forty participants were involved in the quantitative part of the study, while six participated in the qualitative part of the study. For the quantitative aspect, a survey was utilized, and the data were analyzed using tables, frequencies, and percentages. The result showed that participants used variety of approaches to deal with ethical challenges for school counseling, including open discussion, personal sense of morality, and respecting code of students' discipline. However, the least percentage (22.5%, n = 9) has observed for using of code of ethics in counseling profession. In the qualitative part, semi‐structured in‐depth interviews were used to explore the experiences of ethical decision‐making and the meaning of those experiences for secondary school counselors currently practicing at Addis Ababa city. Qualitative data were analyzed by using thematic analysis technique. The major ethical decision‐making approaches identified in school counseling were (a) building a good relationship and guaranteed confidentiality, (b) referral linkage, (c) training for students and collaboration, and (d) life experience and personal sense of morality. The most common meanings attributed to dealing with ethical challenges in school were the urge to share information with to get personal relief, feeling of stress, and gain personal satisfaction from acts of compassion. Implications are forwarded to support school counselors in taking an action for professional development and to promote quality of school counseling practices.
{"title":"Ethical decision‐making approach of school counseling: A concurrent mixed methods study for taking actions","authors":"Tigist Wuhib Tsega","doi":"10.1002/pits.23265","DOIUrl":"https://doi.org/10.1002/pits.23265","url":null,"abstract":"The main purpose of this research was to identify ethical decision‐making approaches in school counseling. The study focused on the experiences of secondary school counselors in Addis Ababa, Ethiopia. A concurrent triangulation mixed methods design was used for getting a complete understanding of ethical decision‐making approaches of school counseling. Forty participants were involved in the quantitative part of the study, while six participated in the qualitative part of the study. For the quantitative aspect, a survey was utilized, and the data were analyzed using tables, frequencies, and percentages. The result showed that participants used variety of approaches to deal with ethical challenges for school counseling, including open discussion, personal sense of morality, and respecting code of students' discipline. However, the least percentage (22.5%, <jats:italic>n</jats:italic> = 9) has observed for using of code of ethics in counseling profession. In the qualitative part, semi‐structured in‐depth interviews were used to explore the experiences of ethical decision‐making and the meaning of those experiences for secondary school counselors currently practicing at Addis Ababa city. Qualitative data were analyzed by using thematic analysis technique. The major ethical decision‐making approaches identified in school counseling were (a) building a good relationship and guaranteed confidentiality, (b) referral linkage, (c) training for students and collaboration, and (d) life experience and personal sense of morality. The most common meanings attributed to dealing with ethical challenges in school were the urge to share information with to get personal relief, feeling of stress, and gain personal satisfaction from acts of compassion. Implications are forwarded to support school counselors in taking an action for professional development and to promote quality of school counseling practices.","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":"141505932","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}
Di Liu, Yiwen Mao, Catharine Lory, Qingli Lei, Yingying Zeng
Computation is foundational to learning many mathematics concepts, as well as a functional skill in everyday life. Yet students with autism spectrum disorder (ASD) often have challenges in learning computation skills. The current study aimed to provide quantitative and descriptive analyses of single‐case experimental studies on computation interventions for students with ASD. Our systematic search and screening procedures yielded a total of 16 eligible studies for the final analyses. An analysis of publication bias indicated an absence of publication bias in the included studies. Tau‐U was used to calculate the overall intervention effect, resulting in an omnibus effect of 0.90 (95% CI [0.81, 1.00]), indicating a medium effect. Moderator analyses showed that variables such as study design, participant characteristics, intervention characteristics, and target skills did not moderate intervention effects. However, some evidence‐based practices were identified to significantly moderate maintenance effects. Implications for researchers and practitioners are discussed.
计算是学习许多数学概念的基础，也是日常生活中的一项实用技能。然而，患有自闭症谱系障碍（ASD）的学生在学习计算技能时往往会遇到困难。本研究旨在对有关自闭症谱系障碍学生计算干预的单例实验研究进行定量和描述性分析。通过系统搜索和筛选程序，我们共获得了 16 项符合最终分析条件的研究。发表偏倚分析表明，纳入的研究不存在发表偏倚。Tau-U 用于计算总体干预效果，结果显示综合效果为 0.90 (95% CI [0.81, 1.00])，表明效果中等。调节分析表明，研究设计、参与者特征、干预特征和目标技能等变量并不能调节干预效果。然而，一些循证实践被确认为能显著缓和维持效果。本文讨论了对研究人员和从业人员的启示。
{"title":"The effect of computation interventions for students with autism spectrum disorder: A meta‐analysis and systematic review","authors":"Di Liu, Yiwen Mao, Catharine Lory, Qingli Lei, Yingying Zeng","doi":"10.1002/pits.23261","DOIUrl":"https://doi.org/10.1002/pits.23261","url":null,"abstract":"Computation is foundational to learning many mathematics concepts, as well as a functional skill in everyday life. Yet students with autism spectrum disorder (ASD) often have challenges in learning computation skills. The current study aimed to provide quantitative and descriptive analyses of single‐case experimental studies on computation interventions for students with ASD. Our systematic search and screening procedures yielded a total of 16 eligible studies for the final analyses. An analysis of publication bias indicated an absence of publication bias in the included studies. Tau‐U was used to calculate the overall intervention effect, resulting in an omnibus effect of 0.90 (95% CI [0.81, 1.00]), indicating a medium effect. Moderator analyses showed that variables such as study design, participant characteristics, intervention characteristics, and target skills did not moderate intervention effects. However, some evidence‐based practices were identified to significantly moderate maintenance effects. Implications for researchers and practitioners are discussed.","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":"141505930","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}
T. Martijn Willemse, Monique J. M. Nelen, Anita Blonk
Despite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (n = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (n = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended.
{"title":"Including families in the implementation of school‐wide positive behavioral interventions and support: Dutch administrators and SWPBIS‐leadership team experiences","authors":"T. Martijn Willemse, Monique J. M. Nelen, Anita Blonk","doi":"10.1002/pits.23266","DOIUrl":"https://doi.org/10.1002/pits.23266","url":null,"abstract":"Despite the fact that research shows that collaboration between families and schools contribute to academic achievement, social‐emotional development and sense of well‐being of students, many schools struggle to establish family‐school partnerships. The current study explores keys to success and challenges in engaging families to the design and implementation of School Wide Positive Behavioral Interventions and Supports (SWPBIS). In a two‐step systematic assessment, consisting of an online survey (<jats:italic>n</jats:italic> = 27 participants) and five focus group interviews with administrators and members of SWPBIS leadership teams in schools for primary education (<jats:italic>n</jats:italic> = 15 participants), we found that all 27 participating schools considered partnerships and communication with parents important. However, most participating schools did not have a policy or strategic planning for engaging families, nor did they systematically evaluate their actions. Schools used one‐way approaches of communicating with parents and found it hard to adapt their communication to a diverse population of new parents and parents already familiar with SWPBIS. Schools did not communicate about what was achieved by implementing SWPBIS in their school. Including families in the SWPBIS leadership team was often considered challenging. Input from families on SWPBIS was not collected, nor did schools gather information about family's needs, (cultural) backgrounds to develop strategies for engaging families. Further research on actual school practices in engaging families is recommended.","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":"141505931","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}
Marta Flores, Íngrid Sala‐Bars, Maite Ortiz, David Duran
This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.
{"title":"Does reciprocal peer observation promote the transfer of learning to teaching practice?","authors":"Marta Flores, Íngrid Sala‐Bars, Maite Ortiz, David Duran","doi":"10.1002/pits.23259","DOIUrl":"https://doi.org/10.1002/pits.23259","url":null,"abstract":"This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141532606","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}
Concussions from sport and recreational activities can negatively impact academic performance in adolescents. This study aims to use reflexive thematic analysis to understand the knowledge, management, and education of concussion among Irish postprimary educators. A cross‐sectional study that involved semistructured interviews with 18 secondary school teachers was conducted. Interviews were recorded and transcribed in preparation for a reflexive thematic analysis process according to research conducted by Braun and Clarke. A total of 664 data items were coded which led to the development of 5 themes (i.e., teacher's background experience, consequences of concussion, concussion in school, educating educators, and existing standards) and 22 subthemes. The implementation of concussion education initiatives for improving student safety, injury management, and recovery through mandatory teacher‐continued professional development should be explored. Teachers' knowledge of concussion is influenced by personal experiences, with safer attitudes observed in those who have witnessed or experienced concussions. The role of the Year Head in concussion management should be explored with a focus on communication pathways and dissemination of materials. Protocols for medical emergencies and academic adjustments for concussed students should be made readily available to secondary school teachers.
{"title":"Reflexive thematic analysis of interviews with postprimary educators' experience and attitudes toward concussion","authors":"Caomhan Conaghan, Ed Daly, Lisa Ryan","doi":"10.1002/pits.23257","DOIUrl":"https://doi.org/10.1002/pits.23257","url":null,"abstract":"Concussions from sport and recreational activities can negatively impact academic performance in adolescents. This study aims to use reflexive thematic analysis to understand the knowledge, management, and education of concussion among Irish postprimary educators. A cross‐sectional study that involved semistructured interviews with 18 secondary school teachers was conducted. Interviews were recorded and transcribed in preparation for a reflexive thematic analysis process according to research conducted by Braun and Clarke. A total of 664 data items were coded which led to the development of 5 themes (i.e., teacher's background experience, consequences of concussion, concussion in school, educating educators, and existing standards) and 22 subthemes. The implementation of concussion education initiatives for improving student safety, injury management, and recovery through mandatory teacher‐continued professional development should be explored. Teachers' knowledge of concussion is influenced by personal experiences, with safer attitudes observed in those who have witnessed or experienced concussions. The role of the Year Head in concussion management should be explored with a focus on communication pathways and dissemination of materials. Protocols for medical emergencies and academic adjustments for concussed students should be made readily available to secondary school teachers.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529378","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}
Marta Flores, Íngrid Sala‐Bars, Maite Ortiz, David Duran
This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.
{"title":"Does reciprocal peer observation promote the transfer of learning to teaching practice?","authors":"Marta Flores, Íngrid Sala‐Bars, Maite Ortiz, David Duran","doi":"10.1002/pits.23259","DOIUrl":"https://doi.org/10.1002/pits.23259","url":null,"abstract":"This paper investigates whether Reciprocal Peer Observation is an effective practice for promoting Teacher Professional Development. It focuses on analysing the Improvement Goals transfer processes stemming from teachers' own educational approach, which teachers identify during Reciprocal Peer Observation. A total of 230 teachers, paired together, conducted a second classroom observation, focused on a specific Improvement Goals to assess the extent of their transfer. The findings indicate that Improvement Goals transfer to classroom practice occurs predominantly. The study analyses predictive and facilitating factors that contribute to this process. The results reveal that collaborative culture and collective agency are predictive factors for transfer. Similarly, personal factors arising from reflection and awareness of one's own practices, alongside the support of the partner, could promote the identified processes of improvement. In conclusion, Reciprocal Peer Observation can be regarded as a highly effective practice for identifying Improvement Goals and transferring them to the classroom, benefiting Teacher Professional Development.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141532329","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}
Yoke Y. Chen, Chuong H. Ting, Siti R. Ghazali, Ang A. Ling
With the increasing prevalence of mental health issues among children, there is a growing need to implement school‐based preventive programs for emotional well‐being in Malaysia. Super Skills for Life (SSL) is a transdiagnostic preventive program designed based on the cognitive‐behavioral therapy concept to address emotional problems among children. This study examined the effectiveness of the M‐SSL program in reducing depressive and anxiety symptoms as well as other psychological issues such as social competency, worries, cognitive and emotional regulation in a sample of Malaysian children between the ages of 10 and 12. A quasi‐experimental preintervention and postintervention research design was conducted. A total of 165 primary school children (M = 10.9, SD = 0.72) were recruited with 88 of them randomly assigned to the intervention group. All of them were asked to complete a questionnaire consisting of demographic data, the Centre for Epidemiologic Studies Depression Scale Revised, Spencer Children's Anxiety Scale, Strength and Difficulties Questionnaires, Social Skills Questionnaires and Cognitive Emotional Regulation Questionnaires. Children in the M‐SSL group significantly reported lower levels of depressive scores during follow‐up assessment compared to the children in the control group. They also showed significant improvement in their depressive subscale scores, social worries scores, and the way they perceived an event as compared to the control group. These findings provide initial support for the effects of M‐SSL, suggesting that it is a valuable resource for the prevention of depressive symptoms and for improving social worries among children.
{"title":"Enhancing children's well‐being using Malaysian‐adapted version Super Skills for life (M‐SSL) among primary school children in Malaysia","authors":"Yoke Y. Chen, Chuong H. Ting, Siti R. Ghazali, Ang A. Ling","doi":"10.1002/pits.23258","DOIUrl":"https://doi.org/10.1002/pits.23258","url":null,"abstract":"With the increasing prevalence of mental health issues among children, there is a growing need to implement school‐based preventive programs for emotional well‐being in Malaysia. Super Skills for Life (SSL) is a transdiagnostic preventive program designed based on the cognitive‐behavioral therapy concept to address emotional problems among children. This study examined the effectiveness of the M‐SSL program in reducing depressive and anxiety symptoms as well as other psychological issues such as social competency, worries, cognitive and emotional regulation in a sample of Malaysian children between the ages of 10 and 12. A quasi‐experimental preintervention and postintervention research design was conducted. A total of 165 primary school children (<jats:italic>M</jats:italic> = 10.9, SD = 0.72) were recruited with 88 of them randomly assigned to the intervention group. All of them were asked to complete a questionnaire consisting of demographic data, the Centre for Epidemiologic Studies Depression Scale Revised, Spencer Children's Anxiety Scale, Strength and Difficulties Questionnaires, Social Skills Questionnaires and Cognitive Emotional Regulation Questionnaires. Children in the M‐SSL group significantly reported lower levels of depressive scores during follow‐up assessment compared to the children in the control group. They also showed significant improvement in their depressive subscale scores, social worries scores, and the way they perceived an event as compared to the control group. These findings provide initial support for the effects of M‐SSL, suggesting that it is a valuable resource for the prevention of depressive symptoms and for improving social worries among children.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529377","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}
P. Stapleton, Joseph Dispenza, Angela Douglas, Van Dao, Sarah Kewin, Kyra Le Sech, Anitha Vasudevan
This study aimed to understand how mindfulness meditation affects young people by examining its impact on self‐regulation, happiness, emotional awareness, and school performance among two groups of school children. A 10‐week mindfulness program was conducted by a meditation expert for 552 children aged 4–8 (Group 1) and 287 children aged 9–11 (Group 2). Results for the 4–8 years group (Group 1) showed meditation predicted an increase in happiness (R2 = .003, p < .001) and self‐reported school performance (R2 = .005, p < .001) and a decrease in emotional (R2 = .017, p < .001) and behavioral difficulties (R2 = .009, p < .001); however, the effect sizes were small. In the 9–11 years group (Group 2), meditation predicted an increase in emotional awareness (R2 = .02, p < .001), and a decrease in emotional (R2 = .014, p < .001) and behavioral difficulties (R2 = .009, p < .001) as measured by scores from baseline to postintervention. For Group 2, there was no significant change in happiness over the 10 weeks. The findings support incorporating mindfulness meditation in schools, noting significant enhancements in self‐regulation with just 5 min of daily practice.
{"title":"“Let's keep calm and breathe”—A mindfulness meditation program in school and its effects on children's behavior and emotional awareness: An Australian pilot study","authors":"P. Stapleton, Joseph Dispenza, Angela Douglas, Van Dao, Sarah Kewin, Kyra Le Sech, Anitha Vasudevan","doi":"10.1002/pits.23249","DOIUrl":"https://doi.org/10.1002/pits.23249","url":null,"abstract":"This study aimed to understand how mindfulness meditation affects young people by examining its impact on self‐regulation, happiness, emotional awareness, and school performance among two groups of school children. A 10‐week mindfulness program was conducted by a meditation expert for 552 children aged 4–8 (Group 1) and 287 children aged 9–11 (Group 2). Results for the 4–8 years group (Group 1) showed meditation predicted an increase in happiness (R2 = .003, p < .001) and self‐reported school performance (R2 = .005, p < .001) and a decrease in emotional (R2 = .017, p < .001) and behavioral difficulties (R2 = .009, p < .001); however, the effect sizes were small. In the 9–11 years group (Group 2), meditation predicted an increase in emotional awareness (R2 = .02, p < .001), and a decrease in emotional (R2 = .014, p < .001) and behavioral difficulties (R2 = .009, p < .001) as measured by scores from baseline to postintervention. For Group 2, there was no significant change in happiness over the 10 weeks. The findings support incorporating mindfulness meditation in schools, noting significant enhancements in self‐regulation with just 5 min of daily practice.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351420","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}
Andryce Clinkscales, Courtenay A. Barrett, Bryn Endres
Research indicates that racially and ethnically minoritized populations are more likely to receive low‐value services in comparison to White populations. It is crucial to de‐implement (i.e., replace or discontinue use of) these practices to make room for more effective alternatives and reduce disparities in outcomes. However, there is limited understanding of how, when, and why practices are de‐implemented. De‐implementation has been shown to improve client outcomes through a variety of mechanisms, such as improved service quality. This scoping review had two aims. First, we examined empirical articles related to de‐implementation to determine whether culture (the practitioner's or client's values and beliefs) and race/ethnicity were assessed or reported. Second, we examined how these factors were considered throughout the de‐implementation process. A total of 20 empirical studies were identified. Results suggested there is a gap in the literature regarding how culture and race/ethnicity may impact de‐implementation and ensuing outcomes. We translated research across settings to highlight the importance of considering culture and race/ethnicity when engaging in de‐implementation. Lastly, we provide suggestions for future research and discuss implications for practitioners.
{"title":"How does culture fit into de‐implementation? A scoping review of empirical research","authors":"Andryce Clinkscales, Courtenay A. Barrett, Bryn Endres","doi":"10.1002/pits.23244","DOIUrl":"https://doi.org/10.1002/pits.23244","url":null,"abstract":"Research indicates that racially and ethnically minoritized populations are more likely to receive low‐value services in comparison to White populations. It is crucial to de‐implement (i.e., replace or discontinue use of) these practices to make room for more effective alternatives and reduce disparities in outcomes. However, there is limited understanding of how, when, and why practices are de‐implemented. De‐implementation has been shown to improve client outcomes through a variety of mechanisms, such as improved service quality. This scoping review had two aims. First, we examined empirical articles related to de‐implementation to determine whether culture (the practitioner's or client's values and beliefs) and race/ethnicity were assessed or reported. Second, we examined how these factors were considered throughout the de‐implementation process. A total of 20 empirical studies were identified. Results suggested there is a gap in the literature regarding how culture and race/ethnicity may impact de‐implementation and ensuing outcomes. We translated research across settings to highlight the importance of considering culture and race/ethnicity when engaging in de‐implementation. Lastly, we provide suggestions for future research and discuss implications for practitioners.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141381141","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}
S. Keng, Nicholas Tze Ping Pang, Clarissa Tanin, Yee Hsuen Cheng, Andrea Wong, Noor Melissa Binti Nor Hadi
School teachers are susceptible to mental health issues due to the challenging responsibilities the teaching profession entails. While several interventions have demonstrated effectiveness in improving teachers' social emotional competencies and mental health outcomes, little work has examined the potential of dialectical behavior therapy–skills training (DBT‐ST) in improving teacher outcomes. This study aimed to assess the effects of a five‐session, Malay‐translated DBT‐ST on psychological symptoms (anxiety, depression, stress, burnout), social‐emotional competencies, DBT skills use, and dysfunctional coping in a sample of school teachers in East Malaysia. Fifty‐three participants were recruited and assigned into DBT‐ST or a control group, consisting of attending a mental health talk. Analyses showed that DBT‐ST participants reported greater decreases in student‐related burnout and dysfunctional coping, and greater increases in DBT skills use compared to the control group from pre‐ to post‐intervention. There were no between‐condition differences on changes in other mental health outcomes, though session attendance was linked positively to improvements in several outcomes in the DBT‐ST condition. Analyses of post‐intervention feedback indicated that brief DBT‐ST was deemed acceptable and feasible among the research participants. In conclusion, DBT‐ST holds promise as an intervention to lower student‐related burnout and facilitate adaptive coping among school teachers.
{"title":"Effects of brief dialectical behavior therapy skills training on Malay‐speaking school teachers: A controlled study","authors":"S. Keng, Nicholas Tze Ping Pang, Clarissa Tanin, Yee Hsuen Cheng, Andrea Wong, Noor Melissa Binti Nor Hadi","doi":"10.1002/pits.23246","DOIUrl":"https://doi.org/10.1002/pits.23246","url":null,"abstract":"School teachers are susceptible to mental health issues due to the challenging responsibilities the teaching profession entails. While several interventions have demonstrated effectiveness in improving teachers' social emotional competencies and mental health outcomes, little work has examined the potential of dialectical behavior therapy–skills training (DBT‐ST) in improving teacher outcomes. This study aimed to assess the effects of a five‐session, Malay‐translated DBT‐ST on psychological symptoms (anxiety, depression, stress, burnout), social‐emotional competencies, DBT skills use, and dysfunctional coping in a sample of school teachers in East Malaysia. Fifty‐three participants were recruited and assigned into DBT‐ST or a control group, consisting of attending a mental health talk. Analyses showed that DBT‐ST participants reported greater decreases in student‐related burnout and dysfunctional coping, and greater increases in DBT skills use compared to the control group from pre‐ to post‐intervention. There were no between‐condition differences on changes in other mental health outcomes, though session attendance was linked positively to improvements in several outcomes in the DBT‐ST condition. Analyses of post‐intervention feedback indicated that brief DBT‐ST was deemed acceptable and feasible among the research participants. In conclusion, DBT‐ST holds promise as an intervention to lower student‐related burnout and facilitate adaptive coping among school teachers.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377381","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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