School psychology (Washington, D.C.)最新文献

Disparities in mental health need and service use among racial and ethnic minoritized (REM) youth remain a pervasive public health concern in the United States. Cultural adaptations (CAs) have been put forth as a way to increase the cultural and contextual relevance of evidence-based psychological interventions (EBIs) to improve treatment outcomes among REM youth. Currently, no measure of CAs to EBIs for REM youth in the United States exists in the literature. Using a multistage method, this study sought to develop such a tool, the Cultural Adaptations Content Checklist (CACC). In a previous foundational study conducted via a systematic literature review, authors identified a comprehensive list of existing CAs. In the first two stages, we used a modified Delphi method as a part of which expert practice and research stakeholders (N = 17) provided feedback on CA types, definitions, and groupings via survey methodology. In the third stage, we conducted cognitive interviews with a subset of participants (n = 10) to assess participant comprehension of the CACC. The final CACC was developed and consists of 36 CA types organized into eight groups. Implications for use of the CACC in research and practice are presented. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Implementation values naturally operate in tension. School psychologists are called to manage the tension between evidence-based programs, the needs of their students, faculty, and leadership. One implementation value, fidelity, has emerged in schools as "first among many" as an indicator of a quality intervention. This conceptual article examines the risks of elevating fidelity in the implementation of social-emotional learning programs. Externally sourced content can provide useful background about stress and personal regulation, but curricula that are disconnected from cultural norms invite resistance or confusion in practice. In addition, fidelity originates from a "delivery" model of social learning that conflicts with evidence from developmental science and distracts from front-end collaboration. This article proposes reciprocity as a guiding value for developing and implementing social-emotional learning programs. Reciprocity aligns with a complex systems framework for learning and the growing field of improvement science in schools. It emphasizes front-end collaboration between psychologist, faculty, and administrators, a prerequisite for buy-in that is underdeveloped in practice. Protocols, rather than adherence checklists, will be a key feature of reciprocity in practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

With the recognition of positive psychology within China, there is a pressing need for evidence-based positive psychology interventions (PPIs) tailored to the cultural context of Chinese schools. The goals of the present study were to (a) culturally adapt the Well-Being Promotion Program using the ecological validity model and (b) conduct a preliminary evaluation of its effectiveness. Within a randomized controlled trial, we collected data from 107 eighth-grade students randomly assigned to the intervention (n = 55) or control group (n = 52). A mixed methods approach was used, with analysis of covariance to assess program effectiveness, and content analyses of students' short-answer responses collected from the intervention group. Qualitatively, more than half of students reported having positive feelings and an increase in happiness due to the program. Quantitatively, the study found that the intervention was associated with a significant increase in adaptability, a subcategory of psychological suzhi, following the intervention. Gender breakdown revealed that the intervention had a significant positive effect on boys' cognitive quality, but not girls'. Additionally, it marginally impacted girls' self-management and boys' adaptability quality. However, caution is warranted in interpreting the quantitative results due to limitations, such as a small sample size and a relatively low response rate at Time 2. This pilot study contributes to the literature by bridging the gap between evidence-based PPIs developed in Western contexts and their culturally responsive implementation in Chinese schools. Consequently, the results should be considered as initial evidence warranting further examination of effectiveness, yet with significant potential to advance future cultural adaptations of PPIs. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Although much of the literature on disproportionality has focused on Black boys, Black girls are suspended at higher rates than girls of any other race due to the misconstrued ideology that Black girls are less innocent and feminine and more adultlike than their White counterparts. Culturally responsive interventions at the student level can support students' social, emotional, and behavioral well-being and improve their skills in navigating inequitable school systems. The purpose of the present study was to develop and implement a culturally enriched social emotional learning curriculum, titled Fix Your Crown, Queen, and evaluate the effects of the curriculum on Black girls' academic engagement during classroom instruction, inappropriate behaviors, office discipline referrals, social skill development, racial identity, and self-esteem. Results were mixed for academic engagement, office disciplinary referrals, and social skills development. Additional results found that racial identity was maintained at high levels, and there was a decrease in self-esteem. Based on these preliminary findings, more research is needed to evaluate the effectiveness of Fix Your Crown, Queen intervention on Black adolescent girls. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Educators use behavioral interventions to help children with behavioral concerns in school settings. Research on these interventions has shown that they can be effective in reducing concerning behaviors in students of different ages, educational settings, and behavioral topographies. However, Black male students continue to be disproportionately punished in schools. Although various factors (e.g., systemic racism) likely contributed to this issue, a review of the research participants of evidence-based interventions reported by the What Works Clearinghouse found a lack of representation of Black children in the studies. Without research on the effectiveness of interventions for Black male students, educators and researchers may perpetuate the current problem. This necessitates examining their representation in such research to inform effective behavioral interventions at schools. The criteria for inclusion were as follows: (a) journal articles and unpublished dissertations or theses, (b) participants who were children aged 3-18 years, (c) interventions targeting behavioral modification to reduce problem behaviors, (d) studies conducted in school settings, and (e) research utilizing single-subject designs. The results of the review included 15 studies with a total of 34 Black male participants. Of the studies reviewed, the majority were not function-based and did not meet the What Works Clearinghouse's design standards without reservations. Limitations and practical implications within a cultural context are also discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Social-emotional learning (SEL) programs offer critical opportunities to promote the development of students' social and emotional competence and well-being. Yet, the landscape of how adaptations are being made to effectively serve all students is unknown. This systematic review examined cultural adaptations to SEL programs and the extent to which they were associated with positive outcomes. Included studies were (a) peer-reviewed empirical studies or dissertations; (b) conducted in PreKindergarten through 12th grade school settings in the United States; (c) available in English; and (d) included a cultural adaptation to an SEL program. Five electronic databases were searched in January 2023. Included articles were coded to extract information regarding the types, purposes, and associations with student outcomes and cultural adaptations to SEL programs have. A total of 11 studies (eight published studies and three dissertations), including 5,173 students, met the inclusion criteria. Results demonstrated most studies used surface- and deep-level adaptations for adapting SEL programs to a specific racial/ethnic group and/or a geographical region. In general, there were mixed results in terms of effectiveness when examining effect sizes and other statistical analyses of the adaptations on student outcomes. However, most studies found high acceptability and/or feasibility in relation to the adaptations. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This article describes the systematic development of a resiliency intervention for Black boys that focused on Black history and racial socialization. PERSIST, which stands for Promoting Emotional Resiliency Skills In Small Teams, is based on the Black history knowledge model of coping and mental health and the phenomenological variant of ecological systems theory. The intervention was implemented in an urban school with Black boys in sixth, seventh, and eighth grades. Results demonstrated increases in positive aspects of racial identity: centrality (Cohen's d = .5), private regard (Cohen's d = .6), and resiliency (Cohen's d = .4). Additionally, participants indicated that the intervention's format, topics, and method of delivery were appropriate. Implications are discussed in terms of developing culturally specific, school-based interventions tailored for Black boys. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Due to the lack of culturally responsive social-emotional learning (SEL) interventions and the negative implications of discipline disproportionality of Black students in schools, there is a dire need to develop and implement SEL interventions that promote racial equity and align with the specific cultural needs of Black youth. This systematic review explores cultural adaptations used in SEL interventions for Black PreK-12 students and their associated outcomes. A total of 15 studies with 339 Black/African American students ranging from 8 to 15 years old were included. Each study used at least four or more culturally adapted elements outlined in Bernal et al.'s (1995) Ecological Validity Framework, and every study utilized content and method adaptation elements to meet the needs of Black students. Outcomes associated with cultural adaptation SEL interventions for Black students included positive changes in racial/ethnic identity and increases in skill acquisition and performance across various social, emotional, and behavioral domains. Findings from the current review expand the research on evidence-based, culturally responsive SEL interventions for Black students and highlight the positive outcomes associated with cultural adaptations of SEL interventions for Black students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Culturally adapted interventions have been shown to improve skills in culturally and linguistically diverse youth diagnosed with autism, improving the outcomes of minoritized youth and families. Despite an increase in early diagnosis of autism among racial-ethnic youth in the past few years, access to culturally adapted interventions for persons on the autism spectrum remains unexamined. The current systematic review examines the cultural adaptations of social skills, socioemotional skills, and behavioral management interventions for youth and families with a diagnosis of autism (age = 24 months-18 years). Fifteen peer-reviewed studies were obtained from three electronic databases. The Ecological Validity Model guidelines were used to determine the extent to which cultural adaptations were made. All of the studies included cultural adaptation, whether on a surface or deep structured level using a targeted or tailored approach. Aligned with previous findings, the literature surrounding cultural adaptation is scarce. However, this systematic review provides evidence of cultural adaptive interventions that have considered cultural needs to improve the skills, engagement, and feasibility for minoritized youth with autism. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Despite growing concerns related to the youth mental health crisis and the well-being of sexual and gender minority youth, specifically, most mental health interventions fail to meet the unique needs of this population. Research and clinical guidance have recommended that approaching mental health treatments through a lens of minority stress and intersectionality can be particularly helpful in addressing the mental health concerns of LGBTQIA+ (lesbian, gay, bisexual, transgender, questioning/queer, intersex, and asexual, with the '+' capturing other identities within the gender and sexually diverse population) youth. Because many adolescents do not have access to mental health care, schools have an important role to play in meeting the mental health needs of LGBTQIA+ youth. To address these issues, we propose LGBTQIA+ affirming adaptations to the dialectical behavior therapy (DBT) Skills Training for Emotional Problem Solving for Adolescents (STEPS-A) curriculum using Pachankis et al.'s (2023) Adaptation Model to provide practitioners with a culturally affirming model of this social-emotional curriculum, while highlighting the utility of this framework in adapting other evidence-based interventions in schools. We walk readers through each module of DBT STEPS-A and provide rationale for adapting these skills for LGBTQIA+ youth. We offer specific adaptations that facilitators can make through psychoeducation and skills training. For example, we provide sample dialectics that mirror the experience of minority stress and propose examples of coping skills that are relevant for LGBTQIA+ youth (e.g., distracting and self-soothing to tolerate distress). Finally, the role of school psychologists in meeting the mental health needs of LGBTQIA+ youth is discussed along with implications for practice and future research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).