A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision [0.03%]
换个名称还是玫瑰花吗？利用核心要素对社会和情感能力培养进行分类
Michael Wigelsworth,Carla Mason,Lily Verity et al.
Michael Wigelsworth et al.
Although social and emotional learning (SEL) benefits children and youth worldwide, classifying a program as SEL is insufficient to capture its variability of content. There is currently little to aid in identifying specific program content...
Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000-June 2022 [0.03%]
学校社会工作服务的特点和结果：2000年-2022年6月已发表证据的系统综述
Xiao Ding,Estilla Lightfoot,Ruth Berkowitz et al.
Xiao Ding et al.
School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. In recent decades, school social work practice has been largely influenced by the multi-tiered system...
Development of an Online Training Platform and Implementation Strategy for School-Based Mental Health Professionals in Rural Elementary Schools: A Mixed-Methods Study [0.03%]
一种面向农村小学基于学校的心理健康专业人员的在线培训平台及实施策略的发展与实证研究：一种混合方法的研究
Ricardo Eiraldi,Rachel Comly,Jessica Goldstein et al.
Ricardo Eiraldi et al.
Children in rural settings are less likely to receive mental health services than their urban and suburban counterparts and even less likely to receive evidence-based care. Rural schools could address the need for mental health intervention...
Expanding School-Based Motivational Interviewing Through Delivery by Paraprofessional Providers: A Preliminary Scoping Review [0.03%]
关于通过非专业人员提供学校动机访谈的初步综述性研究
Mackenzie J Hart,Samuel D McQuillin,Aidyn Iachini et al.
Mackenzie J Hart et al.
The supply of school mental health (SMH) providers and services cannot meet the demand of students in-need, and this gap is expected to widen in coming years. One way to increase the reach of helpful services for youth is to grow the SMH wo...
Cultural Adaptation of the teen Mental Health First Aid (tMHFA) Program from Australia to the USA [0.03%]
澳大利亚青少年心理健康急救(tMHFA)项目的美国本土化改编研究
Lacey L Rosenbaum,Sanjana Bhakta,Holly C Wilcox et al.
Lacey L Rosenbaum et al.
teen Mental Health First Aid (tMHFA) is an evidence-based program developed in Australia that teaches young people in grades 10-12 how to identify and respond to signs of mental health challenges and crises among peers. Recognizing the grow...
Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress [0.03%]
理解影响学生多动症行为与教师压力之间关系的因素
Madeline R DeShazer,Julie S Owens,Lina K Himawan
Madeline R DeShazer
Teaching is a stressful profession, and teacher stress has been shown to be associated with job dissatisfaction, attrition from the field, and negative outcomes for teachers and their students. A major contributor to teacher stress is disru...
Exploring Intervention Sustainment and Intervention Spread Following a Randomized Clinical Trial of the MOSAIC Program [0.03%]
MOSAIC项目随机临床试验后干预维持及推广的探索研究
Hannah D Kassab,Julie Sarno Owens,Steven W Evans et al.
Hannah D Kassab et al.
The randomized trial of the Making Socially Accepting Inclusive Classrooms (MOSAIC) program included intensive coaching from research staff to support teachers' implementation of MOSAIC strategies and resulted in positive student outcomes (...
Developing a Multi-Tiered System of Support-Based Plan for Bullying Prevention Among Students with Disabilities: Perspectives from General and Special Education Teachers During Professional Development [0.03%]
基于专业发展的多层支持系统框架下美国学校防欺凌计划：普通教师与特殊教育教师的视角
Luz E Robinson,Graceson Clements,Anne Drescher et al.
Luz E Robinson et al.
Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is...
Which Children are Frequently Victimized in U.S. Elementary Schools? Population-based Estimates [0.03%]
美国小学中哪些孩子经常受到欺凌？人口统计估算
Paul L Morgan,Adrienne D Woods,Yangyang Wang et al.
Paul L Morgan et al.
We analyzed a population-based cohort of 11,780 U.S. kindergarten children to identify risk and protective factors predictive of frequent verbal, social, reputational, and/or physical bullying victimization during the upper elementary grade...
Identifying Relationally Aggressive Students: How Aligned are Teachers and Peers? [0.03%]
识别关系攻击性的学生：教师与同学的一致性如何？
Chandler E Puhy,Brian P Daly,Stephen S Leff et al.
Chandler E Puhy et al.
Relational aggression is characterized by attempts to damage another's relationships or social status and is a major concern affecting academic, socioemotional, behavioral, and health outcomes, particularly for urban, minority youth. Teache...