"Allowing space for voice…all our voices:" Understanding Ho'ouna Pono implementation through educational leadership perspectives in rural Hawai'i schools [0.03%]
“为所有声音留出空间……我们所有的声音：”通过教育领导人的视角理解霍奥纳·波诺在夏威夷农村学校的实施情况
Kelsie H Okamura,Tessa Palafu,Katlyn An et al.
Kelsie H Okamura et al.
Epidemiological research over the past two decades has highlighted substance use disparities that affect Native Hawaiian and Pacific Islander youth, and the lack of effective approaches to address such disparities (Okamoto et al., 2019). Th...
A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social-Emotional Learning Intervention [0.03%]
关于开发以公平为重点的多组件社交和情感学习干预措施的研究实践合作(R-CITY)
Jessika H Bottiani,Maisha Gillins,Charity Brown Griffin et al.
Jessika H Bottiani et al.
There is growing interest in the integration of social-emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a r...
Partnering with Schools to Adapt a Team Science Intervention: Processes and Challenges [0.03%]
与学校合作调整团队科学干预措施：过程和挑战
Aparajita Biswas Kuriyan,Jordan Albright,Samantha Rushworth et al.
Aparajita Biswas Kuriyan et al.
Public schools are a major provider of mental health services for children in the US. Mental and behavioral health services range from universal programming to individualized clinical supports to address student needs. These services in sch...
Building School-Based Capacity to Support Parenting: Challenges and Lessons Learned [0.03%]
建立学校为基础的支持型家长教育项目的挑战与教训
Susan M Mason,Allison Lind,Nancy E Sherwood et al.
Susan M Mason et al.
Both schools and caregivers play an important role in supporting children's mental health, but there are few mechanisms for caregivers and school-based mental health providers to work collaboratively to address children's needs. Closures of...
Witnessing Bullying at School: The Association between Being a Bystander and Anxiety and Depressive Symptoms [0.03%]
校园霸凌的目击者与焦虑及抑郁症状的关系
Aida Midgett,Diana M Doumas
Aida Midgett
It is well documented that bullying victimization and perpetration are associated with mental health problems, including anxiety and depressive symptoms. Although the majority of students report witnessing bullying as bystanders, very few s...
Suicidal Behaviors in Early Adolescence: The Interaction Between School Connectedness and Mental Health [0.03%]
早年青少年的自杀行为：学校融入感与心理健康之间的相互作用
Danielle R Eugene,Cristin Blalock,Juterh Nmah et al.
Danielle R Eugene et al.
Previous research has identified mental health symptoms such as depression and aggression as contributing factors associated with suicidal ideation and attempts in adolescence. However, much of this work has focused on older adolescents (ag...
Non-Positive Experiences Encountered by Pupils During Participation in a Mindfulness-Informed School-Based Intervention [0.03%]
学生在学校基于知情的正念干预中遇到的非积极体验
E J Miller,C Crane,E Medlicott et al.
E J Miller et al.
Mindfulness-informed school-based mental health curricula show much promise in cultivating a positive school climate which supports the well-being and mental health of pupils and staff. However, non-positive pupil outcomes and experiences o...
Leader and Provider Perspectives on Implementing Safe Alternatives for Teens and Youth - Acute (SAFETY-A) in Public School Districts Serving Racial/ethnic Minoritized Youth [0.03%]
种族少数族裔青少年服务安全方案在学校中的实施：领导者和提供者的视角
Stephanie H Yu,Tamar Kodish,Laurel Bear et al.
Stephanie H Yu et al.
Racial/ethnic minoritized (REM) youth represent a high-risk group for suicide, yet there are striking disparities in their use of mental health services (MHS) even after risk is identified in schools. Prior research suggests that school-bas...
Factors Predictive of Being Bullies or Victims of Bullies in US Elementary Schools [0.03%]
美国小学学生作恶者和受害者的预测因素分析
Paul L Morgan,George Farkas,Adrienne D Woods et al.
Paul L Morgan et al.
We analyzed a population-representative cohort (N=13,611; Mage at kindergarten, first, and second grade = 67.5, 79.5, and 91.5 months, respectively) to identify kindergarten to second grade factors predictive of being bullies or victims dur...
Implementation of a School Mental Health Learning Collaborative Model to Support Cross-Sector Collaboration [0.03%]
学校心理健康学习协作模型的实施以促进跨部门合作
Melissa C Heatly,Corey Nichols-Hadeed,Allison A Stiles et al.
Melissa C Heatly et al.
Facilitating success for students with behavioral health challenges requires effective collaboration among professionals from traditionally disparate systems (e.g., education, health, and mental health). The current investigation describes ...