Loneliness has recently been defined as a public health problem, and college students from various cultures are considered a vulnerable group. As college students must cope with new personal, social, and academic challenges, their perceptions regarding their entitlement from their environment, and their gratefulness for the assistance they receive, may make a unique contribution to their experience of loneliness. In the current study we examined the associations between loneliness, gratitude, and two types of entitlement (active and academic) among college students in two countries: Israel and Poland. A total of 313 Israeli students and 275 Polish students completed a series of questionnaires. The results indicated that Israeli students experienced lower levels of loneliness and academic entitlement, and higher levels of active entitlement and gratitude, in comparison to Polish students. The two types of entitlement and gratitude mediated the association between students' country and loneliness. Active entitlement predicted more gratitude, which predicted lower levels of loneliness. However, academic entitlement predicted lower levels of gratitude, which predicted more loneliness. Our focus on entitlement, gratitude, and loneliness offers insights into the understanding of the psychological and social dynamics among college students in two countries, with implications for theoretical understanding and intervention planning in higher education.
{"title":"Loneliness, gratitude, and entitlement among Israeli and Polish college students: A serial mediation model","authors":"Roni Laslo-Roth, Sivan George-Levi, Rafał Iwański, Małgorzata Wałejko, Malka Margalit","doi":"10.1002/pits.23188","DOIUrl":"https://doi.org/10.1002/pits.23188","url":null,"abstract":"Loneliness has recently been defined as a public health problem, and college students from various cultures are considered a vulnerable group. As college students must cope with new personal, social, and academic challenges, their perceptions regarding their entitlement from their environment, and their gratefulness for the assistance they receive, may make a unique contribution to their experience of loneliness. In the current study we examined the associations between loneliness, gratitude, and two types of entitlement (active and academic) among college students in two countries: Israel and Poland. A total of 313 Israeli students and 275 Polish students completed a series of questionnaires. The results indicated that Israeli students experienced lower levels of loneliness and academic entitlement, and higher levels of active entitlement and gratitude, in comparison to Polish students. The two types of entitlement and gratitude mediated the association between students' country and loneliness. Active entitlement predicted more gratitude, which predicted lower levels of loneliness. However, academic entitlement predicted lower levels of gratitude, which predicted more loneliness. Our focus on entitlement, gratitude, and loneliness offers insights into the understanding of the psychological and social dynamics among college students in two countries, with implications for theoretical understanding and intervention planning in higher education.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"150 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106969","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}
Tamara K. Lawson, Jerica Knox, Emily Romero, Andrea Molina Palacios, Lindsay M. Fallon
Culturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic review aimed to identify and describe available assessment tools that incorporate dimensions of CRT. Systematic search procedures produced 18 tools educators can access and use to assess the implementation of CRT in the classroom. All 18 instruments are self‐reported, and a few include alternate forms of evaluation, such as an observational section. All tools located encompass aspects of the CRT framework, including self‐efficacy, cultural competence, belonging, and relationship building. Results indicated that nearly half of the tools reviewed (44%) focus on educator self‐efficacy of CRT (i.e., I know I can do X), several (28%) focus on educators' action or implementation of CRT (i.e., I do X), and many (28%) focus on educators' cultural humility or competence (i.e., I understand how to support X). Limitations and implications for research and practice are discussed.
{"title":"Check yourself! Exploring current culturally responsive teaching assessment measures","authors":"Tamara K. Lawson, Jerica Knox, Emily Romero, Andrea Molina Palacios, Lindsay M. Fallon","doi":"10.1002/pits.23189","DOIUrl":"https://doi.org/10.1002/pits.23189","url":null,"abstract":"Culturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic review aimed to identify and describe available assessment tools that incorporate dimensions of CRT. Systematic search procedures produced 18 tools educators can access and use to assess the implementation of CRT in the classroom. All 18 instruments are self‐reported, and a few include alternate forms of evaluation, such as an observational section. All tools located encompass aspects of the CRT framework, including self‐efficacy, cultural competence, belonging, and relationship building. Results indicated that nearly half of the tools reviewed (44%) focus on educator self‐efficacy of CRT (i.e., I know I can do X), several (28%) focus on educators' action or implementation of CRT (i.e., I do X), and many (28%) focus on educators' cultural humility or competence (i.e., I understand how to support X). Limitations and implications for research and practice are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"3 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073050","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}
Süleyman Karataş, Barış Aksoy, Orhan Göçer, Emine At, Saliha Çiftçi, Mustafa Caner
This research examines classroom methodologies aligned with the communicative approach, gauging the perspectives of English teachers working within vocational high schools (VHSs). The study, employing a qualitative case study research design, engaged 10 teachers from diverse backgrounds. The participants volunteered for the study and were selected through a maximum diversity sampling technique, a purposeful sampling method. The research methodology encompassed data collection through interviews, observations, and document analysis. Content analysis was applied to scrutinize interview data, whereas observational and document‐based findings were subjected to descriptive analysis techniques. The study revealed a prevalent utilization of teacher‐controlled activities and a predominant teacher‐centric classroom layout among teachers. Notably, a considerable proportion of in‐class time was allocated to grammar instruction, whereas comparatively lesser emphasis was placed on fostering reading, speaking, writing, and listening skills. Moreover, it was found that multiple‐choice tests and alternative assessment formats such as performance evaluations and projects were exclusively employed; using other alternative assessment approaches like observations, interviews, learning diaries, and portfolios was rare. It is also found that English instruction in VHSs heavily relies on textbooks, supplemented by the occasional integration of audiovisual materials. Overall, teachers expressed a consensus that there exists a need for enhancement in curricular frameworks, teaching aids, as well as assessment and evaluation tools within the English instruction domain.
{"title":"The power of the communicative approach: An investigation of classroom practices of English teachers working in vocational high schools","authors":"Süleyman Karataş, Barış Aksoy, Orhan Göçer, Emine At, Saliha Çiftçi, Mustafa Caner","doi":"10.1002/pits.23191","DOIUrl":"https://doi.org/10.1002/pits.23191","url":null,"abstract":"This research examines classroom methodologies aligned with the communicative approach, gauging the perspectives of English teachers working within vocational high schools (VHSs). The study, employing a qualitative case study research design, engaged 10 teachers from diverse backgrounds. The participants volunteered for the study and were selected through a maximum diversity sampling technique, a purposeful sampling method. The research methodology encompassed data collection through interviews, observations, and document analysis. Content analysis was applied to scrutinize interview data, whereas observational and document‐based findings were subjected to descriptive analysis techniques. The study revealed a prevalent utilization of teacher‐controlled activities and a predominant teacher‐centric classroom layout among teachers. Notably, a considerable proportion of in‐class time was allocated to grammar instruction, whereas comparatively lesser emphasis was placed on fostering reading, speaking, writing, and listening skills. Moreover, it was found that multiple‐choice tests and alternative assessment formats such as performance evaluations and projects were exclusively employed; using other alternative assessment approaches like observations, interviews, learning diaries, and portfolios was rare. It is also found that English instruction in VHSs heavily relies on textbooks, supplemented by the occasional integration of audiovisual materials. Overall, teachers expressed a consensus that there exists a need for enhancement in curricular frameworks, teaching aids, as well as assessment and evaluation tools within the English instruction domain.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"59 1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073049","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}
Academic procrastination is the failure to perform academic tasks on time or not doing at all. It can cause undesirable consequences for students' academic development and mental health. It has a complex structure that includes cognitive and emotional components in addition to its behavioral dimension. This study seeks to answer whether social media addiction mediates the relationship between satisfaction of basic psychological needs and academic procrastination. The participants were 647 university students (70.6% female and 29.4% male) representative of all the programs in the College of Education at a public university in Turkey. We used two analytic approaches to test the mediation effect (regression with bootstrap and structural equation modeling) and arrived the same conclusion. Results showed that social media addiction partially mediated the relationship between university students' basic psychological needs and academic procrastination. While greater satisfaction of basic psychological needs was directly related to a reduction in academic procrastination, indirectly, it was associated with a further decrease in academic procrastination through social media addiction. Thus, we suggest that preventive and curative psychological services should focus on enhancing the satisfaction of basic psychological needs (autonomy, competence, and relatedness) to help mitigate the development of social media addiction, which further reduces academic procrastination.
{"title":"Social media addiction mediates the relationship between basic psychological needs satisfaction and academic procrastination","authors":"Fatma Kurker, Abdullah Surucu","doi":"10.1002/pits.23190","DOIUrl":"https://doi.org/10.1002/pits.23190","url":null,"abstract":"Academic procrastination is the failure to perform academic tasks on time or not doing at all. It can cause undesirable consequences for students' academic development and mental health. It has a complex structure that includes cognitive and emotional components in addition to its behavioral dimension. This study seeks to answer whether social media addiction mediates the relationship between satisfaction of basic psychological needs and academic procrastination. The participants were 647 university students (70.6% female and 29.4% male) representative of all the programs in the College of Education at a public university in Turkey. We used two analytic approaches to test the mediation effect (regression with bootstrap and structural equation modeling) and arrived the same conclusion. Results showed that social media addiction partially mediated the relationship between university students' basic psychological needs and academic procrastination. While greater satisfaction of basic psychological needs was directly related to a reduction in academic procrastination, indirectly, it was associated with a further decrease in academic procrastination through social media addiction. Thus, we suggest that preventive and curative psychological services should focus on enhancing the satisfaction of basic psychological needs (autonomy, competence, and relatedness) to help mitigate the development of social media addiction, which further reduces academic procrastination.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"2015 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140073046","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}
Ema Tokolahi, Jess Fenwick, Dean Sutherland, Deirdre Richardson, Sue Bazyk, Dale Sheehan
Every moment counts (EMC) is a multi-tiered mental health promotion initiative designed to build the capacity of practitioners to address the mental health needs of children and youth in school settings. This study evaluated the impact and cultural relevance of EMC workshops in supporting practitioners to apply a public health approach to children's mental health in Aotearoa New Zealand. A longitudinal mixed methods design employed a survey and semi-structured interviews to evaluate the applicability, impact and cultural relevance of the EMC workshops. Themes identified from participants' reflections on their experiences of implementing EMC represented everyday practices at individual, team, and organizational levels. Specifically, intersectorial collaboration was perceived as beneficial. There is a call to action for practitioners to work more cohesively and interprofessionally, at policy and practice levels, to effectively promote children's mental health and achieve equitable health and well-being outcomes. Communities of practice offer a potential mechanism to support translation of knowledge into practice in schools. Application of a public health approach to children's mental health in schools, facilitated by the EMC initiative, is applicable and positively impacts outcomes in Aotearoa New Zealand, with some modifications needed to better fit the cultural context.
{"title":"Children's mental health promotion: The need for intersectorial and interprofessional collaboration","authors":"Ema Tokolahi, Jess Fenwick, Dean Sutherland, Deirdre Richardson, Sue Bazyk, Dale Sheehan","doi":"10.1002/pits.23184","DOIUrl":"https://doi.org/10.1002/pits.23184","url":null,"abstract":"Every moment counts (EMC) is a multi-tiered mental health promotion initiative designed to build the capacity of practitioners to address the mental health needs of children and youth in school settings. This study evaluated the impact and cultural relevance of EMC workshops in supporting practitioners to apply a public health approach to children's mental health in Aotearoa New Zealand. A longitudinal mixed methods design employed a survey and semi-structured interviews to evaluate the applicability, impact and cultural relevance of the EMC workshops. Themes identified from participants' reflections on their experiences of implementing EMC represented everyday practices at individual, team, and organizational levels. Specifically, intersectorial collaboration was perceived as beneficial. There is a call to action for practitioners to work more cohesively and interprofessionally, at policy and practice levels, to effectively promote children's mental health and achieve equitable health and well-being outcomes. Communities of practice offer a potential mechanism to support translation of knowledge into practice in schools. Application of a public health approach to children's mental health in schools, facilitated by the EMC initiative, is applicable and positively impacts outcomes in Aotearoa New Zealand, with some modifications needed to better fit the cultural context.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"14 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140045280","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}
Increasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children.
{"title":"Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math","authors":"Jiniee Park, Gerardo Ramirez, Daeun Park","doi":"10.1002/pits.23182","DOIUrl":"https://doi.org/10.1002/pits.23182","url":null,"abstract":"Increasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"9 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948995","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}
Jessica Turtura, Marah Sutherland, Derek Kosty, Christian T. Doabler, Cayla Lussier, Benjamin Clarke
Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student mathematics achievement within the context of ROOTS, a validated Tier 2 kindergarten mathematics intervention taught by paraprofessionals. Results show that the quality of classroom management within the ROOTS intervention predicted gains in student mathematics achievement from pretest to posttest. These findings have critical implications for practitioners, including the importance of integrating effective classroom management techniques into Tier 2 mathematics intervention groups and supporting paraprofessionals' knowledge and use of effective classroom management.
{"title":"Examining the relations between interventionists' use of classroom management and student mathematics gains within a Tier 2 kindergarten mathematics intervention","authors":"Jessica Turtura, Marah Sutherland, Derek Kosty, Christian T. Doabler, Cayla Lussier, Benjamin Clarke","doi":"10.1002/pits.23177","DOIUrl":"https://doi.org/10.1002/pits.23177","url":null,"abstract":"Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the relationship between classroom management and student mathematics achievement within the context of ROOTS, a validated Tier 2 kindergarten mathematics intervention taught by paraprofessionals. Results show that the quality of classroom management within the ROOTS intervention predicted gains in student mathematics achievement from pretest to posttest. These findings have critical implications for practitioners, including the importance of integrating effective classroom management techniques into Tier 2 mathematics intervention groups and supporting paraprofessionals' knowledge and use of effective classroom management.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"15 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757572","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 present study aims to develop the Cyberbullying Awareness Scale (CAS) for adolescents, which assesses adolescents' awareness about cyberbullying, and to examine the psychometric properties of the scale by conducting validity and reliability studies. In this context, evidence on the validity and reliability of the scale was obtained in two separate studies. In Study 1 (N = 552), scale items were developed, content validity was examined, and exploratory factor analysis (EFA) was performed to determine the factor structure of the scale. In addition, criterion-related validity and reliability analyses were performed. The mean age of the participants in Study 1 was 14.6. In Study 2 (N = 338), Confirmatory Factor Analysis (CFA) was performed to confirm the factorial structure obtained as a result of EFA. The mean age of the participants in Study 2 was 14.8. As a result of the research, it was determined that the CAS for adolescents had a three-factor structure comprised of Cyberbullying Tendency, Coping with Cyberbullying and Protection from Cyberbullying. The internal consistency coefficients were calculated as 0.80 for the Cyberbullying Tendency sub-dimension, 0.76 for the Coping with Cyberbullying sub-dimension and 0.63 for the Protection from Cyberbullying sub-dimension. In line with the obtained results, it can be said that the CAS for adolescents is a valid and reliable measurement tool for determining the awareness of adolescents in the 12–18 age group on cyberbullying.
{"title":"Development of the Cyberbullying Awareness Scale for adolescents: Validity and reliability study","authors":"Yeşim Yurdakul, Aynur Bütün Ayhan","doi":"10.1002/pits.23178","DOIUrl":"https://doi.org/10.1002/pits.23178","url":null,"abstract":"The present study aims to develop the Cyberbullying Awareness Scale (CAS) for adolescents, which assesses adolescents' awareness about cyberbullying, and to examine the psychometric properties of the scale by conducting validity and reliability studies. In this context, evidence on the validity and reliability of the scale was obtained in two separate studies. In Study 1 (<i>N</i> = 552), scale items were developed, content validity was examined, and exploratory factor analysis (EFA) was performed to determine the factor structure of the scale. In addition, criterion-related validity and reliability analyses were performed. The mean age of the participants in Study 1 was 14.6. In Study 2 (<i>N</i> = 338), Confirmatory Factor Analysis (CFA) was performed to confirm the factorial structure obtained as a result of EFA. The mean age of the participants in Study 2 was 14.8. As a result of the research, it was determined that the CAS for adolescents had a three-factor structure comprised of Cyberbullying Tendency, Coping with Cyberbullying and Protection from Cyberbullying. The internal consistency coefficients were calculated as 0.80 for the Cyberbullying Tendency sub-dimension, 0.76 for the Coping with Cyberbullying sub-dimension and 0.63 for the Protection from Cyberbullying sub-dimension. In line with the obtained results, it can be said that the CAS for adolescents is a valid and reliable measurement tool for determining the awareness of adolescents in the 12–18 age group on cyberbullying.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"19 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757533","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}
Sarah Coe-Odess, John Crocker, Rachel Quist, Marisa Meldonian, Elizabeth Gordon, Sabine Wilhelm, Jennifer L. Greenberg
A youth mental health crisis has been exacerbated significantly by the COVID-19 pandemic. Teachers are often front-line support for students in need. Yet teachers themselves are struggling, making it difficult to help their students. Cognitive behavioral interventions (CBIs) have been shown to reduce mental health symptoms in school settings. Learning and implementing a psychological intervention, however, places undue burden on teachers who are already struggling. This project aimed to develop and assess the acceptability and feasibility of a brief, web-based training for educators on cognitive behavioral tools that can be implemented in classrooms without additional psychological or practical burden. Attendees (n = 193) attended one of two 1-h trainings on applying cognitive behavioural therapy (CBT) in classrooms. Attendees completed pre- and posttraining surveys on their knowledge and comfort using CBT. Following the course, attendees reported increases in knowledge and comfort using CBT skills, with large effect sizes. Attendees reported being highly satisfied with the course and likely to recommend the course to colleagues. Limitations of this work include a relatively small, homogenous sample and a low rate of completing both pre- and posttraining measures. Suggestions for future research include measuring change in practice as a result of the training. Implications of our findings are discussed.
{"title":"Feasibility and acceptability of a brief web-based training on cognitive behavioral tools for educators","authors":"Sarah Coe-Odess, John Crocker, Rachel Quist, Marisa Meldonian, Elizabeth Gordon, Sabine Wilhelm, Jennifer L. Greenberg","doi":"10.1002/pits.23180","DOIUrl":"https://doi.org/10.1002/pits.23180","url":null,"abstract":"A youth mental health crisis has been exacerbated significantly by the COVID-19 pandemic. Teachers are often front-line support for students in need. Yet teachers themselves are struggling, making it difficult to help their students. Cognitive behavioral interventions (CBIs) have been shown to reduce mental health symptoms in school settings. Learning and implementing a psychological intervention, however, places undue burden on teachers who are already struggling. This project aimed to develop and assess the acceptability and feasibility of a brief, web-based training for educators on cognitive behavioral tools that can be implemented in classrooms without additional psychological or practical burden. Attendees (<i>n</i> = 193) attended one of two 1-h trainings on applying cognitive behavioural therapy (CBT) in classrooms. Attendees completed pre- and posttraining surveys on their knowledge and comfort using CBT. Following the course, attendees reported increases in knowledge and comfort using CBT skills, with large effect sizes. Attendees reported being highly satisfied with the course and likely to recommend the course to colleagues. Limitations of this work include a relatively small, homogenous sample and a low rate of completing both pre- and posttraining measures. Suggestions for future research include measuring change in practice as a result of the training. Implications of our findings are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"51 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757548","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}
Stacy N. McGuire, Yan Xia, Aleksandra Guzy, Talitha S. Akoto, Hedda Meadan
Teachers in the induction phase (i.e., the first 3 years of teaching) can be underprepared to support students who engage in challenging behavior. This can be due to limited preservice education and ongoing professional development in behavior management. Yet, students who engage in challenging behavior are at an increased risk of being referred to intervention services and/or special education, especially at the elementary level. The purposes of this randomized-controlled trial were to identify the effects of an online behavior management training on teachers in the induction phase, as well as their perceptions of the training. Findings revealed teachers in the intervention group showed significant increases in knowledge, application, and self-efficacy in applying behavior management strategies. Social-validity data indicated participants felt the training was highly acceptable, feasible, and effective.
{"title":"Behavior management training for teachers in the induction phase","authors":"Stacy N. McGuire, Yan Xia, Aleksandra Guzy, Talitha S. Akoto, Hedda Meadan","doi":"10.1002/pits.23176","DOIUrl":"https://doi.org/10.1002/pits.23176","url":null,"abstract":"Teachers in the induction phase (i.e., the first 3 years of teaching) can be underprepared to support students who engage in challenging behavior. This can be due to limited preservice education and ongoing professional development in behavior management. Yet, students who engage in challenging behavior are at an increased risk of being referred to intervention services and/or special education, especially at the elementary level. The purposes of this randomized-controlled trial were to identify the effects of an online behavior management training on teachers in the induction phase, as well as their perceptions of the training. Findings revealed teachers in the intervention group showed significant increases in knowledge, application, and self-efficacy in applying behavior management strategies. Social-validity data indicated participants felt the training was highly acceptable, feasible, and effective.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"34 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139757526","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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