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Spadafora, Natalie; Volk, Anthony A. – School Mental Health, 2021
Uncivil behavior in the classroom is a growing issue among children and youth both academically and developmentally. This unique low-level antisocial behavior may be a precursor to higher-level antisocial behavior, and it is therefore important to have a relevant tool to be able to measure engagement in such behavior in the classroom. Using data…
Descriptors: Antisocial Behavior, Student Behavior, Children, Youth
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Girio-Herrera, Erin; Egan, Theresa E.; Owens, Julie Sarno; Evans, Steven W.; Coles, Erika K.; Holdaway, Alex S.; Mixon, Clifton S.; Kassab, Hannah D. – School Mental Health, 2021
The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore the relations between teacher-reported acceptability, student and teacher characteristics prior to…
Descriptors: Elementary School Teachers, Teacher Attitudes, Report Cards, Program Implementation
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Kim, Sue; Crooks, Claire V.; Bax, Karen; Shokoohi, Mostafa – School Mental Health, 2021
A trauma-informed approach can give teachers the strategies they need to help children affected by trauma reach their full potential in the classroom. Mindfulness-based social-emotional learning (SEL) programs equip teachers with essential tools to create a trauma-informed classroom, which in turn helps alleviate stress associated with supporting…
Descriptors: Trauma, Metacognition, Social Emotional Learning, Program Effectiveness
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Massey, Oliver T.; Vroom, Enya B.; Weston, Amanda N. – School Mental Health, 2021
Behavioral health practitioners recognize how critical the process of implementation is to the successful use of evidence-based practices. It is further recognized that implementation is a complex, time-consuming process and that successful implementation often occurs in stages. Capitalizing on a national evaluation examining the implementation of…
Descriptors: Program Implementation, School Health Services, Mental Health Programs, Behavior Modification
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Olson, Jonathan R.; Lucy, Megan; Kellogg, Marianne A.; Schmitz, Kelcey; Berntson, Taylor; Stuber, Jennifer; Bruns, Eric J. – School Mental Health, 2021
The Northwest Mental Health Technology Transfer Center (MHTTC) provides workforce training and technical assistance (TA) to support evidence-based school mental health practices. Historically, this support targeted school professionals through in-person and online trainings, workshops, and coaching. However, in response to COVID-19 restrictions,…
Descriptors: COVID-19, Pandemics, Mental Health, Health Promotion
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Mackie, Grace; Lambert, Karen; Patlamazoglou, Lefteris – School Mental Health, 2021
This paper aims to summarise peer-reviewed literature into the mental health of transgender young people within a secondary schooling environment. A scoping review was conducted using literature across four databases. The search was limited to English language peer-reviewed articles that reported upon the association between school factors and the…
Descriptors: Mental Health, LGBTQ People, Sexual Identity, Secondary School Students
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Stoppelbein, Laura; McRae, Elizabeth; Smith, Shana – School Mental Health, 2021
Aggression in childhood has been linked to short- and long-term negative outcomes. One area of aggression that has gained attention in the literature is the construct of callous/unemotional (C/U) traits, which have also been associated with deleterious outcomes. Theoretical support for associations between C/U traits and adverse childhood…
Descriptors: Teacher Student Relationship, Psychological Patterns, Personality Traits, Child Behavior
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Childs-Fegredo, J.; Burn, A.-M.; Duschinsky, R.; Humphrey, A.; Ford, T.; Jones, P. B.; Howarth, E. – School Mental Health, 2021
One in eight children aged 5-19 years in the UK suffer from a psychiatric disorder, while fewer than 35% are identified and only 25% of children access mental health services. Whilst government policy states that primary schools are well-placed to spot the early warning signs of mental health issues in children, the implementation of early…
Descriptors: Foreign Countries, Mental Health, Student Needs, Mental Disorders
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Espelage, Dorothy L.; Valido, Alberto; El Sheikh, America J.; Robinson, Luz E.; Ingram, Katherine M.; Torgal, Cagil; Atria, Catherine G.; Chalfant, Pamela K.; Nicholson, Angelica M.; Salama, Christine D.; Poekert, Philip E. – School Mental Health, 2021
School resource officers and other school security professionals (SSPs) (e.g., security specialists, guardians, campus monitors) have become increasingly common in schools; however, most states do not require that these professionals receive training related to understanding trauma and how it may affect students' behavior and how to promote…
Descriptors: School Security, Security Personnel, Elementary Schools, Secondary Schools
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Hunter, Leah J.; DiPerna, James C.; Cheng, Weiyi; Lei, Puiwa; Hart, Susan Crandall – School Mental Health, 2021
Although universal social-emotional learning programs are increasingly implemented across the USA, few studies have examined the effects of sustained exposure to the same program across multiple grade levels. As such, the goal of this study was to isolate the effects of sustained exposure to a universal social-emotional learning program (Elliott…
Descriptors: Social Emotional Learning, Program Effectiveness, Social Development, Emotional Development
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Sánchez, Alexis M.; Latimer, Joseph D.; Scarimbolo, Katrina; von der Embse, Nathaniel P.; Suldo, Shannon M.; Salvatore, Chelsea R. – School Mental Health, 2021
There's an increase in mental health concerns with youth, making it imperative to address developing educators' capacity for identifying and delivering mental health supports. Youth Mental Health First Aid (Y-MHFA) aims to provide the tools for adults to offer aid to youth in need or in crisis. This review examined outcomes associated with Y-MHFA…
Descriptors: Youth, Mental Health, Mental Health Programs, First Aid
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Poznanski, Bridget; Hart, Katie C.; Graziano, Paulo A. – School Mental Health, 2021
Among preschool children referred for psychological assessment and intervention, attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed disorder. In order to create school-based interventions that are consistently and effectively implemented by teachers, it is important to understand teachers' knowledge and beliefs about…
Descriptors: Preschool Teachers, Knowledge Level, Attention Deficit Hyperactivity Disorder, Teacher Attitudes
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Thompson, Aaron M.; Huang, Francis; Smith, Tyler; Reinke, Wendy M.; Herman, Keith C. – School Mental Health, 2021
The purpose of this paper is to confirm the factor structure, examine the invariance, and investigate the predictive validity using disciplinary data for 5262 high school students who completed the Early Identification System--Student Response (EIS-SR). The development and theory of the EIS-SR is discussed along with prior work. Building off of…
Descriptors: Factor Structure, Factor Analysis, Predictive Validity, Identification
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Loomis, Alysse M.; Felt, Faithe – School Mental Health, 2021
Increasingly, preschools are integrating trauma-informed interventions, which often include components of training, to improve practices and promote the well-being of children who have experienced trauma. Similar interventions have been linked to positive outcomes for older children; however, there is limited research that examines whether or how…
Descriptors: Trauma, Training, Stress Variables, Preschool Teachers
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Arnold, Kimberly T.; Pollack Porter, Keshia M.; Frattaroli, Shannon; Durham, Rachel E.; Clary, Laura K.; Mendelson, Tamar – School Mental Health, 2021
Limited research exists about factors that influence the sustainability of preventive school mental health interventions when research support ends. This study assessed barriers and facilitators to sustaining RAP (Relax, be Aware, do a Personal rating) Club, a trauma-informed universal mental health intervention, in urban schools following…
Descriptors: Mental Health, School Health Services, Access to Health Care, Sustainability
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