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Evaluating the Effects of Fading a Self-Management Intervention Package for Students with Emotional Behavioral Disorders School Psychol. Rev. (IF 2.136) Pub Date : 2024-03-13 Megan Leamon, Julie Q. Morrison
Students with Emotional Behavioral Disorders (EBD) exhibit behaviors that interfere with their ability to access instruction and identifying feasible and effective school-based interventions is cri...
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Coaching as an Implementation Strategy: The Perceived Alliance Between a Coach and Teachers Predicts Proactive Classroom Management Strategy Use School Psychol. Rev. (IF 2.136) Pub Date : 2024-03-04 Shannon R. Holmes, Tyler E. Smith, Monica E. Romero, Wendy M. Reinke, Keith C. Herman
Building an alliance is a well-documented and critical therapeutic process. Considerable evidence has established a significant relationship between the quality of the alliance among a therapist an...
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Integration of Religion and Spirituality Into Culturally Responsible School Psychology Practice School Psychol. Rev. (IF 2.136) Pub Date : 2024-02-29 Gulden Esat, Nausheen Pasha-Zaidi, Syed Rizvi, Janise S. Parker, Bradley H. Smith
Religion and spirituality (RS) are distinct, often overlapping constructs that are deeply meaningful to many people in the United States. In this conceptual review, the importance of RS in school p...
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Supportive Teacher Responses to Students’ Emotional Expression Moderate the Association Between Children’s Maladaptive Emotion Regulation and Aggression School Psychol. Rev. (IF 2.136) Pub Date : 2024-02-26 Bridget Brinckman, Kyongboon Kwon, Razia Azen, Michele Lease
As the core adult figures in the classroom, teachers guide children’s emotion socialization. We examined if teachers’ supportive and unsupportive responses to children’s emotions moderate the link ...
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Teacher Stress and Mental Health During the COVID-19 Pandemic: Differences by Teaching Modality School Psychol. Rev. (IF 2.136) Pub Date : 2024-02-16 Kate A. Leger, Erin N. Haynes, Timothy J. Hilbert, Jessica Maras, Candace Brancato, Heather M. Bush
This study examines stress, mental health, and well-being in K-12 teachers during the COVID-19 pandemic Fall 2020 school restart and assesses differences in mental health and well-being by mode of ...
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A National Evaluation of Social Justice and Antiracism Within School Psychology Graduate Preparation Programs School Psychol. Rev. (IF 2.136) Pub Date : 2024-01-23 Jennifer McGrory Cooper, Kisha M. Radliff, Jillian R. Weinberg
As school psychologists, we have an ethical responsibility to engage in social justice and antiracist action. Specifically, graduate education programs have a significant role to play in preparing ...
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Investigating Trajectories of Negative Emotionality in Early Childhood and First-Grade Outcomes School Psychol. Rev. (IF 2.136) Pub Date : 2024-01-17 Yeon Ha Kim, Melissa Stormont
This study investigated Korean children’s negative emotionality trajectories from infancy to age 4 and their learning (i.e., executive functioning), behavioral, and self-esteem outcomes in first gr...
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School Climate Perception among Latinx and White Students: An Examination of Intersecting Race/Ethnicity and Socioeconomic Identities in Context School Psychol. Rev. (IF 2.136) Pub Date : 2024-01-12 Mei-ki Chan, Jill D. Sharkey, Erin Dowdy, Karen Nylund-Gibson, Michael J. Furlong
Limited research has explored how the characteristics of student and teacher racial/ethnic composition may explain students’ perceptions of school climate. This study used stratified analysis to as...
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A Model of Performative Racial Ally Behavior: Implications for School Psychology School Psychol. Rev. (IF 2.136) Pub Date : 2023-12-21 Sally L. Grapin, Peter D. Goldie
Over the last several years, the field of school psychology as a whole has become increasingly focused on racism and antiracism. With this focus, many white school psychologists have turned their a...
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Development of an Interdisciplinary Support Program for Early Career Women of Color in School-Based Mental Health Fields School Psychol. Rev. (IF 2.136) Pub Date : 2023-12-14 Janise Parker, Natoya Haskins, Nancy Chae, Kierra Fulmore, Angelina N. Nortey
The purpose of this study was to understand how 14 early career Women of Color (WOC) in school-based mental health fields (SBMH) experienced a structured, affinity-group program during the pilot ph...
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School Psychology Graduate Students’ Experiences with Ethical Dilemmas: Implications for Training and Practice School Psychol. Rev. (IF 2.136) Pub Date : 2023-12-14 Kathrin E. Maki, John H. Kranzler, Katie L. Kozlowski
Most prior research on the ethical dilemmas in school psychology has focused on certified school psychologists. The purpose of this study, therefore, was to survey school psychology graduate studen...
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Posttraumatic Stress Symptoms in Middle School Students at-Risk for Aggressive Behavior: Examining the Role of Pandemic Exposure and Perceived Discrimination School Psychol. Rev. (IF 2.136) Pub Date : 2023-12-13 Daniel R. Cohen, Sara McDaniel, John Lochman
Racial discrimination and the COVID-19 pandemic are important risk factors for negative mental health outcomes in children and adolescents, but few studies have examined the relation between these ...
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The Relationship between Intercoder Reliability of Data Extraction and Effect Measure Calculation in Single-Case Meta-Analysis School Psychol. Rev. (IF 2.136) Pub Date : 2023-10-27 Daniel D. Drevon, Allison M. Peart, Elizabeth T. Koval
Meta-analyzing data from single-case experimental designs (SCEDs) usually requires data extraction, a process by which numerical values are obtained from linear graphs in primary studies, prior to ...
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How School Climate Relates to Other Psychosocial Perceptions and Academic Achievement across the School Year School Psychol. Rev. (IF 2.136) Pub Date : 2023-10-18 Ersie-Anastasia Gentzis, Dante D. Dixson
The research literature indicates that school climate is important for student outcomes; however, research assessing school climate and achievement-related outcomes across time is limited. In this ...
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The Association Between Bullying Victimization and Problematic Internet Use: The Role of Social-Emotional Learning (SEL) Competencies School Psychol. Rev. (IF 2.136) Pub Date : 2023-10-20 Chun Chen, Chunyan Yang, Qian Nie, Zhaojun Teng
Guided by the compensatory Internet use theory, this cross-sectional study examined the relationship between bullying victimization (i.e., overall, traditional, and cyberbullying victimization) and...
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Meta-Analytic Associations Between the Student-Teacher Relationship Scale and Students’ Social Competence With Peers School Psychol. Rev. (IF 2.136) Pub Date : 2023-10-20 Sophia W. Magro, Kelsey A. Hobbs, Pearl Han Li, Patrick Swenson, Amy Riegelman, Joseph A. Rios, Glenn I. Roisman
According to developmental psychologists, more supportive and less conflictual relationships with teachers play a positive role in children’s social behavior with peers both concurrently and in the...
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Informant Discrepancies in Universal Screening as a Function of Student and Teacher Characteristics School Psychol. Rev. (IF 2.136) Pub Date : 2023-10-02 Brittany N. Zakszeski, Heather E. Ormiston, Malena A. Nygaard, Kane Carlock
Despite the widespread use of school-based universal screening systems for social, emotional, and behavioral risk, limited research has examined discrepancies in ratings provided by teachers and th...
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A Mixed Methods Approach to Exploring Social Emotional Learning Program Implementation in an Alternative High School School Psychol. Rev. (IF 2.136) Pub Date : 2023-09-25 Kristen Ford, Annette Anderson, Yolanda Abel, Marcia Davis
Schools are turning to research-based social emotional learning (SEL) practices to improve student achievement and school progress. Research to support SEL implementation, however, has lagged behin...
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Classroom Observation of Student Behavior: A Review of Seven Observation Codes School Psychol. Rev. (IF 2.136) Pub Date : 2023-09-05 Robert J. Volpe, Emily Hill, Amy M. Briesch, Isabella Leiwant
Abstract A systematic review was conducted using PsychInfo, ERIC, and Google Scholar using the terms “classroom” and “direct observation”. The search yielded 1,006 articles published between 1935 and 2022 with a total of seven observation codes (Behavioral Observation of Students in Schools, Classroom Observation of Engagement, Disruptive and Disrespectful Behavior, Direct Observation Form, Revised
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Social Validity and Cultural Relevance of the SSIS SEL Classwide Intervention Program in Context: Insights From First- and Second-Grade Teachers School Psychol. Rev. (IF 2.136) Pub Date : 2023-08-30 Susan Crandall Hart, James Clyde DiPerna, Kyle Husmann, Hui Zhao, Pui-Wa Lei
Abstract Classroom teachers are often the primary implementers of universal social–emotional learning (SEL) in U.S. elementary schools with first-hand insight on translating programs into authentic settings and local contexts. This study examined social validity and cultural relevance ratings, indicators of implementation, and feedback from 57 first- and second-grade teachers participating in an effectiveness
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School Climate From the Perspective of Black Girls With and Without Disabilities: Preliminary Findings From an Intersectional Examination of the Impact of Relationships School Psychol. Rev. (IF 2.136) Pub Date : 2023-08-23 Jhanelle Adams, Andrew Roach
Abstract The purpose of this study is to examine how the perceptions of school climate, specifically school relationships, differ for Black girls with and without an individualized education plan (IEP) as compared to their peers. The study utilized survey responses from high school students in a Georgia school district who participated in the 2020 Georgia Student Health Survey (GSHS) prior to the COVID-19
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Racial Disparities in Teacher Ratings of ADHD Symptoms and Behavior: A Systematic Review School Psychol. Rev. (IF 2.136) Pub Date : 2023-08-22 Abbey J. McClemont, Stephanie S. Fredrick, Kamontá Heidelburg, Catherine Moore
Abstract Teacher ratings are fundamental to the assessment of Attention-Deficit/Hyperactivity Disorder (ADHD) among students. However, teacher-reported ADHD symptoms and behavior differ across student and teacher characteristics, including race. Research has questioned the validity of teacher-reported ADHD symptoms across student race. However, prior studies are limited because they only report student
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Gratitude for Bystander Action Varies by Peer Intervention and Social Norms School Psychol. Rev. (IF 2.136) Pub Date : 2023-08-16 Hannah Nguyen, Karin S. Frey, Huiyu Lin, Adaurennaya C. Onyewuenyi
Abstract Gratitude is associated with increased social integration, which may counter the loneliness stemming from repeated peer victimization. The gratitude youth feel after different types of bystander action may depend on which behaviors are most congruent with personal beliefs. Face and honor cultures provide social norms for expectations and interpretations of behavior, including how to act during
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Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology: Articulating a Path Forward School Psychol. Rev. (IF 2.136) Pub Date : 2023-08-15 Amanda L. Sullivan, Prerna Arora, Samuel Y. Song, Shane R. Jimerson
In recent years, school psychology has given increasing attention to issues of social justice and antiracism. While such orientations are not new, the scope and centrality of these movements within...
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A Meta-Analysis of the Relations Between Curriculum-Based Measures in Mathematics and Criterion Measures School Psychol. Rev. (IF 2.136) Pub Date : 2023-07-19 Robin S. Codding, Gena Nelson, Allyson J. Kiss, Jaehyun Shin, Abigail Goodridge, Jiyung Hwang
Abstract This meta-analysis examined the validity of curriculum-based measures in mathematics (CBM-M) in relation to mathematics outcomes. Peer reviewed journal articles or dissertations were included if participants were in Grades 2 to 8 and the study purpose was examining the criterion validity of MCOMP and MCAP. Studies were identified via electronic databases, table of contents review, and reference
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Beyond Life Satisfaction: Wellbeing Correlates of Adolescents’ Academic Attainment School Psychol. Rev. (IF 2.136) Pub Date : 2023-07-05 Tania Clarke, Ros McLellan, Gordon Harold
Abstract Academic attainment is a core education policy priority. Wellbeing is recognized as critical for adolescent development, and is linked to academic attainment. Yet research with adolescents primarily focuses on life satisfaction or overall wellbeing, despite differentiating conceptually between two wellbeing components feeling good (life satisfaction) and functioning well (eudaimonia). This
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School Leaders’ Perspectives Implementing Whole School Restorative Practices Across Grade Levels: A Case Study of a School-Based Pilot Project School Psychol. Rev. (IF 2.136) Pub Date : 2023-06-21 Maura Shramko, Kara J. Beckman, Abigail Gadea, Emily Goodhue, Miles Davison, Becky McCammon, Barbara J. McMorris
Abstract Whole school restorative practice (WSRP) calls for creating supportive, equitable schools, requiring broad systems change. This case study explores the journeys of three schools piloting WSRP in one Midwestern district and examines how school leaders designed and implemented within their school contexts. Schools were purposefully selected from within a three-year pilot project; data sources
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Impact of Stress on Later Academic Engagement Among Emergent Bilingual Students: Grit and Academic Support as Protective Factors School Psychol. Rev. (IF 2.136) Pub Date : 2023-06-21 Gabriella Estevez, Colleen O’Neal, Stephanie Cerrato
Abstract Despite evidence that academic engagement is necessary for academic success, limited research exists on the effects of stress on academic engagement for emergent bilingual students. The contribution of this short-term longitudinal study is the identification of individual and environmental socioemotional protective factors which may mitigate the impact of stress on later academic engagement
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Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success School Psychol. Rev. (IF 2.136) Pub Date : 2023-06-09 Isaac Woods Jr., Kamontá Heidelburg, Tai Collins, Jarrett Murphy, Scott Graves Jr.
Abstract Adverse outcomes for Black males are well documented within the research. For instance, Black males have the highest rates of incarceration, the highest homicide rates, and the lowest life expectancy of any racial/ethnic group in America. Furthermore, within schools in America, Black males are overrepresented among students experiencing below-grade-level academic achievement, grade retention
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Commentary of the Special Issue Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success School Psychol. Rev. (IF 2.136) Pub Date : 2023-06-09 Jordan Pollard, Marcel Jacobs, Kendell Kelly, Jarett Murphy, Mitchell Allen
Abstract In this commentary on the special issue Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success, five current Black male school psychology graduate students highlight the necessity for social justice and equitable practices to be a critical component embedded within school psychology graduate programs to better support positive outcomes
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Micro-Level Advocacy Toward Socially Just Multi-Tiered Systems of Support: Knowledge and Values School Psychol. Rev. (IF 2.136) Pub Date : 2023-05-25 Elizabeth L. W. McKenney, Kamontá Heidelburg, Lindsay M. Fallon, Elizabeth C. McPherson, Christina Sipior, Ryan Sunda
Abstract Advocacy is increasingly recognized as an essential school psychologist role, and two areas in which advocacy is particularly pressing are the interrelated and overlapping domains of social justice and multitiered systems of support (MTSS). Advocating at the level of individual client and/or the local system is conceptualized as micro-level advocacy. The goal of the current study was to identify
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Targeted Intervention for Elementary Students With Internalizing Behaviors: A Pilot Evaluation School Psychol. Rev. (IF 2.136) Pub Date : 2023-05-16 Brittany N. Zakszeski, Elizabeth Banks, Timothy Parks
Abstract The Calm Cat Program was developed in response to the need for intervention approaches that target internalizing symptoms, are developmentally appropriate for early elementary students, and are feasible for school-based implementation by staff without specialized training. The Calm Cat Program is a brief Tier 2 intervention combining behavioral skills training and mentor-based coaching. In
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Parent Involvement in Education as Predictors of Social–Emotional Strengths in Kindergartners School Psychol. Rev. (IF 2.136) Pub Date : 2023-05-16 Kayla LaRosa, Julia A. Ogg, Robert Dedrick, Shannon Suldo, Maria Rogers, Riley Laffoon, Courtney Weaver
Abstract Although more is known about how general parenting practices predict social–emotional strengths in children, less research has looked at parent involvement in education and children’s social–emotional strengths. This study examined the extent to which parent involvement, specifically home-based involvement, parent–teacher trust, and home–school communication, predicted children’s social–emotional
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Learning to Decenter Whiteness in Schools Through Teacher Professional Development: A Systematic Review School Psychol. Rev. (IF 2.136) Pub Date : 2023-05-16 Lindsay M. Fallon, Patrick Robinson-Link, Tyler A. Womack, Laura A. Alba, Ryan Sunda, Staci Ballard, Margarida Veiga, Austin H. Johnson
Abstract Racism is enmeshed within the fabric of U.S. public education, making it critical to identify and dismantle. One way to do this is to provide professional development (PD) to teachers targeting antiracism to build awareness, decenter whiteness, and advance racial equity in schools. This systematic review is a synthesis of antiracism PD studies, summarizing the (a) topics and activities integrated
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The Association Between an Equitable School Climate and Students’ Psychosocial Outcomes: The Moderating Roles of Race and Gender School Psychol. Rev. (IF 2.136) Pub Date : 2023-05-16 Summer S. Braun, Caryn R. R. Rodgers, Arielle Linsky, Charity Brown Griffin, Catherine P. Bradshaw
Abstract The present study examined the association between students’ perceptions of an equitable school climate and several psychosocial outcomes, and tested whether these associations were moderated by students’ race and gender. Data from 57,027 6th–12th grade students were analyzed using three-level models. Students who perceived their school to have a more equitable climate experienced greater
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Meta-Analyses and Systematic Reviews Advancing the Practice of School Psychology: The Imperative of Bringing Science to Practice School Psychol. Rev. (IF 2.136) Pub Date : 2023-03-09 Justin P. Allen, Eui Kyung Kim, Shane R. Jimerson
Abstract Meta-analyses and structured reviews provide a synthesis of the results of multiple studies, thus offering unique contributions to informing practice and advancing science in the field of school psychology. High-quality meta-analyses and structured reviews include a review and summary of the extant studies and highlight clear directions for future research. Given the ongoing efforts of scholars
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The Seasonality of School Climate School Psychol. Rev. (IF 2.136) Pub Date : 2023-03-06 Francis L. Huang, Bixi Zhang, Wendy M. Reinke, Keith C. Herman, James Sebastian
Abstract Although several studies have focused on why school climate is important, the timing of the collection of climate measures should be considered. This is of particular interest to schools that gauge school improvement efforts within a school year and are interested in how climate changes from the beginning to the end of the academic year. We show that there is a tendency for school-level climate
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An RCT of Sources of Strength High School Primary Prevention Program on Sexual Violence Perpetration and Victimization and Dismissiveness of Sexual Harassment School Psychol. Rev. (IF 2.136) Pub Date : 2023-03-06 Dorothy L. Espelage, Tomei Kuehl, Peter A. Wyman, Kyle Nickodem, Sasha Mintz, Alberto Valido, Luz E. Robinson, Gabriel J. Merrin, Kirstin Hoagland, Karen Schmelk-Cone, Scott LoMurray, Ashley B Woolweaver, Katherine M. Ingram, Kelly Rulison
Abstract Sexual violence among adolescents is a major concern. This study examined the impact of the peer-led Sources of Strength program on gender-based violence and attitudes dismissive of sexual harassment. Twenty high schools in Colorado were randomized to intervention (n = 11) or waitlist control (n = 9); students (N = 6461; 9th–11th graders) were surveyed four times (2017–2019); 45% Hispanic
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A Scoping Review of Diversity Training for Teachers: The Potential for School Psychology School Psychol. Rev. (IF 2.136) Pub Date : 2023-03-03 Tory L. Ash, Samantha C. Maguire
Abstract Pervasive disparities in educational outcomes suggest the need to train teachers to better support minoritized students by leading inclusive, equitable, and multicultural classrooms. Given the potential benefits of teacher training in antiracist and culturally responsive instructional practices, we synthesized the available research on diversity training for both pre- and in-service teachers
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Association Between School Victimization and Substance Use Among Hispanic/Latinx Adolescents: An Intersectionality Analysis of Social–Emotional Learning (SEL) Competencies, Immigration Status, and Gender in Predominantly Hispanic/Latinx High Schools School Psychol. Rev. (IF 2.136) Pub Date : 2023-02-23 Chunyan Yang, Maedeh Golshirazi
Abstract Guided by coping theory, the social–ecological diathesis-stress model, and the theory of intersectionality, this study examined how social and emotional learning (SEL) competencies, gender, and immigrant status contributed to the heterogeneity of the association between school victimization and substance use among 2,795 Hispanic/Latinx adolescents from four predominantly Hispanic/Latinx high
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Effects of an MTSS-B Intervention on Student and Staff Perceptions of School Climate: Findings From Two Group Randomized Trials School Psychol. Rev. (IF 2.136) Pub Date : 2023-02-06 Sarah Lindstrom Johnson, Elise T. Pas, Katrina Debnam, Chelsea Kaihoi, Catherine P. Bradshaw
Abstract This paper presents the findings from two school-level randomized controlled effectiveness trials of a multitiered systems of support for behavior (MTSS-B) framework on student and staff reported school climate outcomes in 98 secondary schools. Schools randomized to the intervention condition received training and coaching to support Tier 1 implementation and the use of data for selection
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A Systematic Review of Growth Mindset Interventions Targeting Youth Social–Emotional Outcomes School Psychol. Rev. (IF 2.136) Pub Date : 2023-02-03 Xu Jiang, Christian E. Mueller, Netanel Paley
Abstract Research on the growth mindset interventions (GMIs) on nonacademic outcomes is burgeoning. The present systematic review aims to evaluate the effects of GMIs on social–emotional outcomes among school-aged children and adolescents. Using the PRIMSA guidelines, our search across three electronic databases (PsycINFO, ERIC, and PubMed) yielded an initial identification of 1057 records. Inclusion
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The Perceived Effects of the Onset of the COVID-19 Pandemic: A Focus on Educators’ Perceptions of the Negative Effects on Educator Stress and Student Well-Being School Psychol. Rev. (IF 2.136) Pub Date : 2023-01-23 Catherine P. Bradshaw, Joseph M. Kush, Summer S. Braun, Emily A. Kohler
The COVID-19 pandemic resulted in an urgent pivot to remote learning, causing many challenges for teachers and school administrators. The current study sought to better understand the extent to whi...
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Mental Health and Student Support Service Providers in the Schools: Understanding Access and Equity Across the United States School Psychol. Rev. (IF 2.136) Pub Date : 2023-01-19 Henry Zink, Kaitlin Anderson
Abstract School-based mental health professionals, including school psychologists, counselors, and social workers are critical to appropriate mental health services to youth in schools. However, the vast majority of states are chronically underserved by these professionals, despite policies that attempt to rectify the shortages. In this paper, we document variation in access to these professionals
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Cultural Adaptation of an Educator Social–Emotional Learning Program to Support Indigenous Students School Psychol. Rev. (IF 2.136) Pub Date : 2022-12-08 Anisa N. Goforth, Lindsey M. Nichols, Jingjing Sun, Amy E. Violante, Emily Brooke, Sisila Kusumaningsih, Ronda Howlett, Debbie Hogenson, Niki Graham
Abstract Supporting Indigenous students’ social–emotional learning (SEL) is important given the systemic impact of colonialism that has contributed to their higher mental health and academic disparities compared to White students. One way to promote SEL is through professional development for educators, yet there has been little research on the development of SEL programs that are culturally responsive
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Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology in the United States School Psychol. Rev. (IF 2.136) Pub Date : 2022-11-21 Amanda L. Sullivan, Frank C. Worrell, Shane R. Jimerson
Abstract It is imperative that the field of school psychology in the United States continue to evolve in order to support the development, well-being, and educational success of all students. The confluence of numerous factors, including the sociopolitical zeitgeist, significant societal events, and the need to provide appropriate supports for students from minoritized backgrounds, converge to reveal
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Racial Microaggressions and Anti-Racism: A Review of the Literature With Implications for School-Based Interventions and School Psychologists School Psychol. Rev. (IF 2.136) Pub Date : 2022-10-28 Rui Fu, Stephen S. Leff, Ian Christopher Carroll, Shelby Brizzolara-Dove, Kenisha Campbell
Many racial–ethnic minoritized individuals are repeatedly exposed to subtle actions reflecting racial slights, termed racial microaggressions (RMAs), which are associated with adjustment problems i...
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Virtual SOS Signs of Suicide: Student Perspectives and Acceptability School Psychol. Rev. (IF 2.136) Pub Date : 2022-10-25 Rebecca G. Mirick, James McCauley
Abstract When the COVID-19 pandemic closed in-person schools in March 2020, SOS Signs of Suicide shifted to a virtual program. This paper describes an evaluation of the acceptability of the online program by middle and high school students (N = 1196). Students generally responded favorably to virtual SOS. Although some were unsure, of those with an opinion, 73.9% thought it was the same or better than
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Ethical Dilemmas in School Psychology: Which Dilemmas Are Most Prevalent Today and How Well Prepared Are School Psychologists to Face Them? School Psychol. Rev. (IF 2.136) Pub Date : 2022-10-04 Kathrin E. Maki, John H. Kranzler, Jessica M. Wheeler
Professional organization ethical codes are adopted to protect the public by educating their members to standards of conduct and by facilitating resolution of ethical complaints. Given that the las...
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Overcoming Disaster Through Critical Consciousness and Ideological Change School Psychol. Rev. (IF 2.136) Pub Date : 2022-09-26 Amanda L. Sullivan
Abstract In this commentary, I argue that the systemic inequities driving and resulting from the wide-ranging immediate and long-term effects of COVID-19 are the key issue around which our field should rally as we reconceptualize school psychology in the 21st century. I offer this commentary as complementary to the growing body of scholarship describing reforms and practices to address the current
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Examining Developmental Differences in Teachers’ Observed Classroom Management Strategies Across Elementary, Middle, and High School School Psychol. Rev. (IF 2.136) Pub Date : 2022-09-21 Heather L. McDaniel, Summer S. Braun, Jessika H. Bottiani, Danielle De Lucia, Patrick H. Tolan, Catherine P. Bradshaw
Abstract Classroom management practices are critical to the success of teachers and students, and a growing number of programs have been developed to improve these practices. However, there has been less investigation into observational tools to assess classroom management and exploration of whether it can be measured consistently by observers across elementary, middle, and high school classrooms.
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An Exploratory Study Examining Student Social, Academic, and Emotional Behavior Across School Transitions School Psychol. Rev. (IF 2.136) Pub Date : 2022-09-14 Malena A. Nygaard, Heather E. Ormiston
Abstract While there is evidence suggesting school-based transitions impact student mental health and academics (Lester et al., 2013 Lester, L., Waters, S., & Cross, D. (2013). The relationship between school connectedness and mental health during the transition to secondary school: A path analysis. Australian Journal of Guidance and Counselling, 23(2), 157–171. https://doi.org/10.1017/jgc.2013.20[Crossref]
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Creating Compassion: Creatively-Focused Explicit Behavioral Instruction for Empathy Development School Psychol. Rev. (IF 2.136) Pub Date : 2022-09-09 Laura J. Morizio, Amy L. Cook, Melissa A. Collier-Meek, Gianna M. Famolare, Lindsay M. Fallon, Stacy L. Bender
Abstract Creating Compassion is an empathy-focused creative arts curriculum designed to provide short-term, low-cost, high-quality social–emotional learning (SEL) to communities and settings with limited resources. The present study sought to determine whether Creating Compassion was effective for increasing displays of prosocial behaviors and broad SEL skills for early elementary school students (n = 9)
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Factors Predicting Satisfaction With a Microaggression Workshop for School Personnel School Psychol. Rev. (IF 2.136) Pub Date : 2022-09-01 Brea M. Banks, Nitza Torres González, Keeley Hynes, Megan Donnelly
Abstract Racial microaggressions, or subtle race-based insults are associated with negative consequences for receivers. Institutional racism in education directly influences the dissemination of these transgressions in schools, as school personnel may engage in microaggressive behavior toward each other and their students. Given recent calls to address racism, schools and districts may seek to implement
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Potential Moderation Across Racial Groups in Perceptions of Authoritative School Climate and Peer Victimization and Student Engagement School Psychol. Rev. (IF 2.136) Pub Date : 2022-09-01 Ying-Ruey Chuang, Francis Huang, Keith Herman, Bixi Zhang
Abstract Positive perceptions of school climate are associated with improved academic and behavioral outcomes, such as lower bullying victimization experience and higher student engagement. The present study evaluated the consistency of these relations across racial/ethnic student groups using the Authoritative School Climate (ASC) model which defines school climate as a 3-factor model including disciplinary
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On the Imperative for Reflexivity in School Psychology Scholarship School Psychol. Rev. (IF 2.136) Pub Date : 2022-09-01 Prerna G. Arora, Amanda L. Sullivan, Samuel Y. Song
Reflexivity, defined as the critical analysis of how one’s identity and values influence their scholarship, has been underscored as a crucial element of antioppressive scholarship. Despite its impo...
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Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity School Psychol. Rev. (IF 2.136) Pub Date : 2022-08-23 Jorge E. Gonzalez, Lillian Durán, Sylvia Linan-Thompson, Shane R. Jimerson
Abstract With its emphasis on early identification, quality instruction, interventions for students at risk of educational failure, and use of data on student response to instruction, multitiered systems of support (MTSS) offer numerous advantages over a remedial approach. Leveraging the promise of MTSS will rely, however, on equitable distribution of the advantages of this approach, especially for
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Meta-Analysis of Proportions of Students Screened and Identified in Mental Health Multiple-Gate Screening Research School Psychol. Rev. (IF 2.136) Pub Date : 2022-08-23 Victor Villarreal, Felicia Castro-Villarreal, Lisa S. Peterson, Madeleine Bear, Daniela M. Cortes, Tanya Escobedo
Abstract We investigated characteristics of school-based mental health screening using multiple-gating (MG) approaches through a systematic review of the literature and proportional meta-analyses of screening participation and risk identification. The main analyses included 38 studies conducted in the United States. Pooled estimates indicate that approximately 72% of eligible students participated
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Using Youth-Led Participatory Action Research to Advance the Mental Health Needs of Latinx Youth During COVID-19 School Psychol. Rev. (IF 2.136) Pub Date : 2022-07-29 Claudia Rocha, Isabel Mendoza, Jennifer L. Lovell, Selina Espinoza, Carmen Gil, Magaly Santos, Aidan Cervantes
Youth-led participatory action research (YPAR) is a collaborative approach for engaging young people as experts and leaders in the research process. The purpose of this study is to showcase the pot...
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Parents’ Perspectives Regarding Anti-Asian Racism During COVID-19: Supporting Elementary Students at School School Psychol. Rev. (IF 2.136) Pub Date : 2022-07-25 Cixin Wang, Charissa S. L. Cheah, Jia Li Liu, Qianyu Zhu, Mazneen Havewala, Ruofan Ma, Yeram Cheong, Madison Housden
Abstract A surge of racism and xenophobia toward Asian Americans during the COVID-19 pandemic has led to high levels of stress within this community. We conducted in-depth semistructured interviews with 40 Chinese American parents (35 mothers, Mage = 40.86; SD = 5.59) with elementary school-aged children (Mage = 8.76; SD= 2.17) to understand parents’ perception of their children’s experiences with