Journal of School Psychology最新文献_第7页

The child and adolescent social support scale: Assessing four types of perceived support from five sources 儿童和青少年社会支持量表：评估来自五个来源的四种感知支持

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-06-01 Epub Date: 2025-05-19 DOI: 10.1016/j.jsp.2025.101464

Kara M. Styck , Sandra Y. Rueger , Christine K. Malecki , Michelle K. Demaray , Andrew E.W. Slany , Yoonsun Pyun , Matthew J. Geisler , Margaret K. Kassel

The Child and Adolescent Social Support Scale (CASSS) is one of the most commonly used measures of perceived social support with children and adolescents. The psychometric properties supporting the subscales representing the various sources of support are well-established. However, less support is available for the subscales representing the various types of support within support sources. The purpose of the current study was to investigate the degree to which the empirically derived dimensions of the CASSS align with its multidimensional theoretical framework consisting of four types of perceived support (i.e., emotional, informational, appraisal, and instrumental) from each of five sources of support (i.e., parent, teacher, classmate, close friend, and people at school) with a diverse sample of 7th and 8th grade students (N = 901). Four confirmatory factor models were tested and compared. Results indicated good fit for models that included one or more of the following structures: source by type (e.g., parent emotional support), source (e.g., parent support including all types), and overall social support. Strong/scalar invariance was found for these structures across socioeconomic resources, but only weak/metric invariance was found for these structures across gender. Evidence from this study supports the structural fidelity of the CASSS as a measure of the type of social support perceived from important sources and suggests caution in comparing CASSS scores across gender.

Significance Statement: Results of the current study support the use of the CASSS to measure type of perceived social support from different sources in middle school students. However, caution is warranted when comparing scores across gender, given results indicating that CASSS scores may not be comparable across middle school boys and girls.

儿童和青少年社会支持量表（CASSS）是儿童和青少年最常用的感知社会支持的措施之一。支持代表各种支持来源的子量表的心理测量特性是公认的。然而，对于表示支持来源中的各种支持类型的子量表，可用的支持较少。当前研究的目的是调查CASSS的经验衍生维度与其多维理论框架的一致程度，该框架由四种类型的感知支持（即情感，信息，评价和工具）组成，这些支持来自五个支持来源（即父母，老师，同学，亲密朋友和学校的人），不同样本的七年级和八年级学生（N = 901）。对四个验证性因子模型进行了检验和比较。结果表明，包含以下一个或多个结构的模型具有良好的拟合性：来源类型（例如，父母情感支持），来源（例如，父母支持包括所有类型）和整体社会支持。这些结构在不同的社会经济资源中存在强/标量不变性，但在不同的性别中，这些结构只存在弱/度量不变性。本研究的证据支持CASSS的结构保真度作为衡量从重要来源感知的社会支持类型的指标，并建议在比较CASSS分数时要谨慎。意义声明：本研究的结果支持使用CASSS来测量中学生不同来源的感知社会支持类型。然而，在比较不同性别的分数时，谨慎是必要的，因为结果表明CASSS分数在中学男生和女生之间可能不具有可比性。

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引用次数: 0

Reconciling discrepant universal screening data to improve decision-making: A Bayesian logistic regression approach 协调不一致的普遍筛选数据以改善决策：贝叶斯逻辑回归方法

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-06-01 Epub Date: 2025-04-15 DOI: 10.1016/j.jsp.2025.101461

Nathaniel von der Embse , Sonja Winter , Wes Bonifay , Stephen Kilgus , Carly Oddleifson , Katie Eklund , Shannon Suldo , Joseph Latimer

There are a substantial number of students with mental health needs who do not receive timely support. Universal screening is a promising practice for facilitating early intervention services. Multi-informant assessment is noted as a best practice for valid decision-making. However, this practice has not yet been applied to universal screening data. Universal screening utilizing a single rater (teacher) likely results in a significant number of students not being identified for support. This study (1) employed a Bayesian statistical model to incorporate students' background information (e.g., demographic variables; disciplinary referrals; social, academic, and emotional risk statuses) to generate estimates of academic risk, (2) used this background information to generate cut scores in a training sample and validate them in a test sample, and (3) identified the unique value of adding teacher and student self-reports with regard to sensitivity and specificity. Results demonstrated the promise of incorporating background information in the accurate identification of students with low, medium, and high risk for mental health needs. Implications for research and practice are discussed.

有大量有心理健康需求的学生没有得到及时的支持。普遍筛查是促进早期干预服务的一种有前途的做法。多信息评估被认为是有效决策的最佳做法。然而，这种做法尚未应用于普遍筛查数据。使用单一评分者（教师）进行普遍筛查，很可能会导致大量学生无法被确定为需要支持的对象。本研究（1）采用贝叶斯统计模型，将学生的背景信息（如人口统计学变量；违纪转介；社会、学业和情绪风险状况）纳入其中，以生成学业风险估计值；（2）利用这些背景信息在训练样本中生成切分分数，并在测试样本中进行验证；（3）确定添加教师和学生自我报告在灵敏度和特异性方面的独特价值。结果表明，在准确识别有心理健康需求的低、中、高风险学生时，加入背景信息大有可为。本文讨论了研究和实践的意义。

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引用次数: 0

Beyond individual factors: Contextual factors matter for students' test anxiety 超越个人因素：环境因素对学生的考试焦虑很重要

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-06-01 Epub Date: 2025-03-31 DOI: 10.1016/j.jsp.2025.101434

Audrey-Ann Journault , Alexe Bilodeau-Houle , Félix Duplessis-Marcotte , Isabelle Plante , Charles-Édouard Giguère , Sonia J. Lupien

This study explored the simultaneous role of selected individual, parental, and school factors in student's test anxiety. In 2019, both members of 339 Canadian parent-child dyads (N = 626; 209 girls, 260 mothers, mostly White, child M_age = 15.2) from 13 schools completed self-report validated scales at two time points (May/June 2019 and October/November 2019). Results from multilevel mixed-effects models revealed that negative stress mindsets, perfectionism, and low autonomous motivation significantly predicted 16 % of students' test anxiety four months later. When parental and school-related factors were also considered, parents' trait anxiety (5 %), school type and school level predicted a small additional proportion of the variance (4 %), contrary to controlled motivation, parental practices, perceived threat in the environment and socioeconomic status. Results did not significantly vary across students' or parents' genders. Findings suggest that some contextual factors play an additional unique role in explaining students' test anxiety beyond individual factors, thus pointing out possible new contextual targets for interventions to reduce test anxiety in students.

本研究探讨了个别因素、父母因素和学校因素对学生考试焦虑的影响。2019年，339对加拿大亲子二人组(N = 626；来自13所学校的209名女孩、260名母亲（主要是白人，儿童年龄= 15.2）在两个时间点（2019年5月/ 6月和2019年10月/ 11月）完成了自我报告验证量表。多层次混合效应模型的结果显示，四个月后，消极压力心态、完美主义和低自主动机显著地预测了16%的学生的考试焦虑。当还考虑到父母和学校相关因素时，父母的特质焦虑（5%）、学校类型和学校水平预测了一小部分额外的方差（4%），与控制动机、父母做法、环境感知威胁和社会经济地位相反。结果在学生和家长性别之间没有显著差异。研究结果表明，除了个体因素外，一些情境因素在解释学生考试焦虑方面发挥了额外的独特作用，从而为减少学生考试焦虑的干预提供了可能的新情境目标。

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引用次数: 0

The collective edge: Multilevel roles of collective efficacy, Social and Emotional Learning (SEL) Competencies, and demographics in influencing teachers' compassion fatigue and satisfaction 集体优势：集体效能、社会与情绪学习（SEL）能力和人口统计学在影响教师同情疲劳和满意度中的多层次作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-06-01 Epub Date: 2025-05-14 DOI: 10.1016/j.jsp.2025.101454

Chunyan Yang , Sarah Manchanda , Maedeh Golshirazi

Guided by both the job demands and resources model and social-ecological system theory, the study examined the interplay between teachers' self-perceived social and emotional learning (SEL) competencies, collective efficacy, and demographic factors about their compassion fatigue and compassion satisfaction across teacher and school levels. Participants included 1431 teachers from 98 schools in a large and urban school district in Northern California in the 2020–2021 school year. Hierarchical linear regression modeling revealed SEL competencies' positive associations with teacher-level and school-level collective efficacy and compassion satisfaction. Conversely, these factors were negatively associated with compassion fatigue. Notably, school-level collective efficacy buffered the negative association between teacher SEL competencies and compassion fatigue, whereas teacher-level collective efficacy buffered the positive association between teacher SEL and compassion satisfaction. Moreover, certain teacher- and school-level demographic factors not only independently associated with compassion fatigue and satisfaction but also moderated the associations between SEL competencies and these outcomes. These findings underscore the importance of improving teachers' SEL competencies and collective efficacy to support their well-being. Furthermore, they highlight the compensatory nature of the interaction between SEL competencies and collective efficacy, operating at both individual and school levels, in shaping teachers' experiences of compassion fatigue and satisfaction. Lastly, the study emphasizes the need for tailored SEL interventions that account for the diverse demographic characteristics of teachers and schools to effectively promote teacher well-being and optimize the beneficial impact of SEL competencies.

在工作需求-资源模型和社会生态系统理论的指导下，本研究考察了教师自我感知的社会情感学习能力、集体效能和人口统计学因素在教师和学校层面对同情疲劳和同情满意度的影响。参与者包括2020-2021学年北加州一个大型城市学区的98所学校的1431名教师。层次线性回归模型显示，SEL胜任力与教师级、学校级集体效能和同情满意度呈正相关。相反，这些因素与同情疲劳呈负相关。值得注意的是，学校层面的集体效能可以缓冲教师SEL能力与同情疲劳之间的负相关关系，而教师层面的集体效能可以缓冲教师SEL与同情满意度之间的正相关关系。此外，某些教师和学校层面的人口因素不仅与同情疲劳和满意度独立相关，而且还调节了SEL能力与这些结果的关联。这些发现强调了提高教师的SEL能力和集体效能对支持教师福祉的重要性。此外，他们强调了SEL能力和集体效能之间相互作用的补偿性质，在个人和学校层面上都在塑造教师的同情疲劳和满意度体验。最后，该研究强调需要针对教师和学校的不同人口特征量身定制SEL干预措施，以有效促进教师福祉并优化SEL能力的有益影响。

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引用次数: 0

Identifying common practice elements among consultation studies showing promising social and behavioral outcomes: A systematic review 在显示有希望的社会和行为结果的咨询研究中确定共同实践要素：系统回顾

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-06-01 Epub Date: 2025-05-30 DOI: 10.1016/j.jsp.2025.101463

Elisa S. Shernoff , Thomas R. Kratochwill , Staci C. Ballard , Siyue M. Chen , Maya M. Boustani

Consultation is a key service delivered by school psychologists that can reduce the burden of mental health problems and promote healthier school climates given its emphasis on problem solving, prevention and intervention, and supporting educator skill and competence. The purpose of this systematic review was to document how demographic and study design information was reported in the school consultation research and to identify common practice elements that cut across consultation outcome studies with promising student social and behavioral outcomes. We examined 48 studies (39 group design and 9 single-case design) published between 1980 and 2024 and applied a distillation method (Chorpita & Daleiden, 2009) to summarize demographic and study designs employed and to identify specific practice elements that emerged. Seventy-two percent of studies included students receiving tier two supports as the target for consultation. Forty-three percent of studies included graduate students as consultants, while only 10.4 % of studies included school psychologists as consultants. Demographic characteristics of consultants (i.e., gender reported 33.3 % and race/ethnicity reported 27.1 %) was less frequently reported when compared to the demographic characteristics of consultees and students. At the teacher level, consultant modeling (present in 58.3 % of studies) was the most common practice element, followed by performance feedback (56.3 %), and family engagement (41.7 %). At the student level, praise (present in 56.3 % of studies) was the most common practice element, followed by goal setting (52.1 %), functional behavioral assessment, and tangible rewards (47.9 % of studies). The relative infrequency with which some practice elements were coded (e.g., praise for teacher, cultural adaptation for teacher and student) point to avenues for enhancing school consultation research and practice.

咨询是学校心理学家提供的一项关键服务，它强调解决问题、预防和干预以及支持教育工作者的技能和能力，可以减轻心理健康问题的负担，促进更健康的学校氛围。本系统综述的目的是记录在学校咨询研究中如何报告人口统计和研究设计信息，并确定在咨询结果研究中有希望的学生社会和行为结果的共同实践要素。我们检查了1980年至2024年间发表的48项研究（39项组设计和9项单例设计），并应用了蒸馏法(Chorpita &；Daleiden, 2009)来总结所采用的人口统计学和研究设计，并确定出现的具体实践元素。72%的研究将接受二级支持的学生作为咨询对象。43%的研究将研究生作为顾问，而只有10.4%的研究将学校心理学家作为顾问。与咨询者和学生的人口统计特征相比，咨询者的人口统计特征（即，性别报告33.3%，种族/民族报告27.1%）的报告频率较低。在教师层面，顾问建模（出现在58.3%的研究中）是最常见的实践元素，其次是绩效反馈（56.3%）和家庭参与（41.7%）。在学生层面，表扬（在56.3%的研究中出现）是最常见的练习元素，其次是目标设定（52.1%），功能行为评估和有形奖励（47.9%的研究）。一些实践要素编码的频率相对较低（例如，对教师的赞扬，教师和学生的文化适应）指出了加强学校咨询研究和实践的途径。

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引用次数: 0

Examining the stability of SAEBRS scores, classifications, and latent profiles 检验SAEBRS评分、分类和潜在特征的稳定性

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-06-01 Epub Date: 2025-04-08 DOI: 10.1016/j.jsp.2025.101438

Tyler L. Renshaw , Heather E. Ormiston , Brittany N. Zakszeski , Mei-ki Chan

We investigated the stability of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) using a naturalistic sample of teacher-report ratings for K–5 students (N = 1253) across three universal screening occasions (i.e., fall, winter, and spring) within one school year. We analyzed the stability of SAEBRS raw scores and classifications derived from these scores between screening occasions. Results showed strong raw score stability and moderate-to-strong classification stability for the SAEBRS total scale and subscales, with the Emotional Behavior subscale demonstrating the weakest relative stability. We also explored latent profiles indicated by SAEBRS subscale scores, the stability of membership in these profiles across occasions, and the role of student sociodemographic characteristics in predicting membership within these profiles. Findings indicated that two general risk profiles (i.e., at-risk and not at-risk) were identified and that membership in these profiles had strong stability across screening occasions. Moreover, we found that students' grade level, sex, race/ethnicity, special education, and free/reduced-price lunch status significantly predicted membership in the at-risk profile. Overall, results suggest that SAEBRS raw scores, classifications, and latent profiles all demonstrate good stability across three screening occasions within one school year. We discuss implications of these findings related to using the SAEBRS for universal screening in elementary settings and highlight key directions for future research.

我们调查了社会、学术和情感行为风险筛查（SAEBRS）的稳定性，使用了K-5学生（N = 1253）在一个学年的三个普遍筛查场合（即秋季、冬季和春季）的教师报告评分的自然样本。我们分析了SAEBRS原始评分和从这些评分得出的分类在筛查场合之间的稳定性。结果表明，SAEBRS总量表和子量表的原始评分稳定性较强，分类稳定性中至强，情绪行为子量表的相对稳定性最差。我们还探讨了SAEBRS子量表分数所显示的潜在特征，这些特征在不同场合下的成员稳定性，以及学生社会人口学特征在预测这些特征中的成员资格方面的作用。研究结果表明，确定了两种一般风险概况（即有风险和无风险），并且这些概况的成员在筛查场合具有很强的稳定性。此外，我们发现学生的年级水平、性别、种族/民族、特殊教育和免费/减价午餐状况显著地预测了风险概况的成员资格。总体而言，结果表明SAEBRS的原始分数、分类和潜在特征在一个学年的三次筛查中都表现出良好的稳定性。我们讨论了这些发现对在基础环境中使用SAEBRS进行普遍筛查的意义，并强调了未来研究的关键方向。

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引用次数: 0

A pilot study of a game-supported organization and planning skills intervention for young adolescents with ADHD 游戏支持的组织和计划技能干预青少年多动症的初步研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-06-01 Epub Date: 2025-05-09 DOI: 10.1016/j.jsp.2025.101465

Brandon K. Schultz , Steven W. Evans , Alexander M. Schoemann , Emma R. Murray

Several school-based interventions for attention-deficit/hyperactivity disorder (ADHD) are well-established, but there are clear implementation challenges in those settings. Computer-assisted options have emerged that could augment treatments in schools in a way that is acceptable to students and teachers. In the present study, we piloted a novel computer-assisted behavior intervention (CABI) using a serious game designed to teach the organization, assignment tracking, and notetaking skills taught within the Challenging Horizons Program - Mentoring Model (CHP-M). Thirty-one middle school students with ADHD and their teachers were randomly assigned to either receive the CABI or the traditional CHP-M, with all teachers providing supportive mentoring for up to 24-weeks of intervention. Our data were analyzed using both Bayesian and frequentist modelling. Results suggest that the Time × Condition interactions were generally small (η_p² = 0.00 to 0.11) and inconclusive. The CABI approach performed consistently with the traditional CHP-M, with credible and significant main effects of time on academically relevant behaviors (η_p² = 0.09 to 0.59). Implications of our findings and the contributions of the Bayesian analytic approach are highlighted.

针对注意缺陷/多动障碍（ADHD）的一些基于学校的干预措施已经建立，但在这些环境中存在明显的实施挑战。计算机辅助方案已经出现，可以以学生和教师都能接受的方式增加学校的治疗。在本研究中，我们试点了一种新的计算机辅助行为干预（CABI），使用一个严肃的游戏来教授挑战视野计划-指导模型（CHP-M）中教授的组织、任务跟踪和笔记技巧。31名患有多动症的中学生和他们的老师被随机分配接受CABI或传统的CHP-M，所有老师都提供长达24周的干预支持指导。我们的数据分析使用贝叶斯和频率建模。结果表明，时间与条件的相互作用一般较小（ηp2 = 0.00 ~ 0.11），不确定。CABI方法与传统的CHP-M方法表现一致，时间对学业相关行为的主效应可信且显著（ηp2 = 0.09 ~ 0.59）。我们的发现和贡献的贝叶斯分析方法的含义是突出。

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引用次数: 0

A tutorial on Bayesian item response theory: An illustration using the Teacher Stress Inventory-Short Form 贝叶斯项目反应理论教程：以教师压力量表为例

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-01 Epub Date: 2025-01-10 DOI: 10.1016/j.jsp.2024.101427

Sonja D. Winter , Colleen L. Eddy , Wenxi Yang , Wes Bonifay

Item Response Theory (IRT) is commonly used in educational assessments to model the relationship between one or more latent traits and the observed responses. Traditional IRT methods often rely on frequentist approaches, which can be limited by assumptions and computational constraints. This article aims to introduce school psychology researchers to Bayesian methods for IRT analyses, highlighting their advantages over traditional approaches. We provide an overview of Bayesian IRT and discuss key concepts that make up the Bayesian workflow. This workflow includes model and prior specification, prior predictive checks, model estimation and comparison, posterior distribution interpretation, posterior predictive checks, and prior sensitivity analyses. To illustrate this workflow, we used a sample of 329 teachers who completed the 16-item Teacher Stress Inventory – Short Form (TSI-SF). Our Bayesian IRT analysis revealed that the TSI-SF is best represented by a three-correlated-traits model (measuring Discipline and Motivation, Professional Investment, and Work-Related Stress as sources of stress).

项目反应理论（IRT）是教育评估中常用的一种模型，用来模拟一个或多个潜在特征与观察到的反应之间的关系。传统的IRT方法通常依赖于频率论方法，这可能受到假设和计算约束的限制。本文旨在向学校心理学研究人员介绍用于IRT分析的贝叶斯方法，突出其相对于传统方法的优势。我们概述了贝叶斯IRT，并讨论了构成贝叶斯工作流的关键概念。该工作流包括模型和先验规范、先验预测检查、模型估计和比较、后验分布解释、后验预测检查和先验敏感性分析。为了说明这个工作流程，我们使用了329名教师的样本，他们完成了16项教师压力量表-简短表格（TSI-SF）。我们的贝叶斯IRT分析显示，三相关特征模型（衡量纪律和动机，专业投资和工作压力作为压力来源）最能代表TSI-SF。

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引用次数: 0

A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators: Implications for multidimensional well-being 幼儿教育工作者工作需求、工作资源和个人资源的多层次潜在分析：对多维幸福感的影响

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-01 Epub Date: 2024-12-18 DOI: 10.1016/j.jsp.2024.101405

Jian-Bin Li , Yu Xu , Jin Sun , Shiqi Qiu , Rui Zhang , An Yang

Early childhood educators' (ECEs) well-being is important for many outcomes. Drawing on the job demands-resources model, many variable-centered studies have found that job demands, job resources, and personal resources are linked to ECEs' well-being. Yet, little is known about the heterogeneity of these demands and resources and their implications for well-being, especially considering school-level effects and the adoption of a holistic view of well-being. This study used multilevel latent profile analysis to examine these issues. Participants included 1198 Chinese ECEs from 50 kindergartens who reported their job demands (i.e., quantitative, cognitive, and emotional demands), job resources (i.e., influence at work, quality of leadership, support from supervisors and colleagues, and sense of community at work), and personal resources (i.e., self-control and resilience). At the teacher-level, four profiles emerged: (a) at risk, (b) undemanded, (c) safeguarded, and (d) vulnerable learners. ECEs with lower salaries, higher educational levels, and larger class sizes were more likely assigned to the at-risk profile. Teachers in the at-risk and the safeguarded profiles reported the worst and the best well-being, respectively. Demands (in particular quantitative and emotional demands) appeared more critical than resources in distinguishing well-being. At the school-level, two profiles emerged: (a) high demand climate and (b) mixed climate. Kindergartens in Hong Kong were more likely assigned to the high demand climate profile and kindergartens with a high demand climate showed poorer school average well-being. This study reveals the complex configuration of job demands, job resources, and personal resources in ECEs and its implications for well-being at both teacher- and school-levels. The findings also inform strategies to enhance ECEs' well-being.

幼儿教育工作者的福祉对许多结果都很重要。根据工作需求-资源模型，许多以变量为中心的研究发现，工作需求、工作资源和个人资源与幼儿的幸福感有关。然而，人们对这些需求和资源的异质性及其对福祉的影响知之甚少，特别是考虑到学校层面的影响和对福祉的整体看法的采用。本研究采用多水平潜在剖面分析来检验这些问题。参与者包括来自50所幼儿园的1198名中国幼儿，他们报告了他们的工作需求（即数量需求、认知需求和情感需求）、工作资源（即工作影响力、领导素质、上司和同事的支持、工作社区意识）和个人资源（即自我控制和弹性）。在教师层面，出现了四种情况：(a)有风险，(b)不需要，(c)有保障，(d)脆弱的学习者。工资较低、受教育程度较高、班级规模较大的eca更有可能被分配到高危人群中。风险组和受保护组的教师分别报告了最差和最好的幸福感。在区分幸福方面，需求（特别是数量和情感需求）似乎比资源更重要。在学校层面，出现了两种情况：(a)高需求气候和(b)混合气候。香港的幼稚园更有可能被分配到高需求环境，而高需求环境的幼稚园显示出较差的学校平均幸福感。本研究揭示了幼儿教育中工作需求、工作资源和个人资源的复杂配置及其对教师和学校两级幸福感的影响。调查结果还为提高幼儿教育福利的战略提供了信息。

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引用次数: 0

School-based mindfulness: Application of the PARiHS framework to contextualize implementation 基于学校的正念：parhis框架在情境化实施中的应用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-04-01 Epub Date: 2024-12-19 DOI: 10.1016/j.jsp.2024.101404

Deborah L. Schussler , Sebrina L. Doyle Fosco , Melia A. Brown

Although school-based mindfulness programs are increasing, contextual issues that facilitate or hinder program implementation are poorly understood. Utilizing an implementation science framework (i.e., Promoting Action on Research in Health Services [PARiHS]) as a heuristic for data collection and analysis, we used an exploratory sequential mixed methods design to investigate implementation barriers and facilitators of the Peace of Mind (PoM) program from the perspective of educators (n = 27) in eight schools and PoM staff (n = 4) using diverse implementation approaches. The integration of qualitative interview data and mixed methods survey data suggests that a combination of personal and structural factors is critical for successful program implementation, with these factors operating synergistically. The most salient factors related to facilitation of PoM implementation included robust buy-in supported by strong champions who were also in leadership positions. The most salient factors indicated for context related to time and implementation process. First-hand, informal evidence impacted buy-in more than distal research studies. The implications for SBMP implementation and implementation research are discussed.

虽然以学校为基础的正念项目正在增加，但促进或阻碍项目实施的背景问题却知之甚少。利用实施科学框架（即，促进卫生服务研究行动[parhis]）作为数据收集和分析的启发式方法，我们采用探索性顺序混合方法设计，从8所学校的教育工作者（n = 27）和PoM员工（n = 4）的角度，使用不同的实施方法，调查心灵和平（PoM）计划的实施障碍和促进因素。定性访谈数据和混合方法调查数据的整合表明，个人因素和结构因素的结合是成功实施计划的关键，这些因素协同作用。与促进PoM实施相关的最显著因素包括由同样处于领导地位的强大支持者支持的强有力的支持。最突出的因素与时间和执行过程有关。第一手的、非正式的证据比远端研究更能影响购买。讨论了SBMP实施和实施研究的意义。

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引用次数: 0