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...
Differentiating Between Youth with a History of Suicidal Thoughts, Plans, and Attempts [0.03%]
区分有自杀想法、计划和企图青年的差异
Alannah Shelby Rivers,Payne Winston-Lindeboom,Tita Atte et al.
Alannah Shelby Rivers et al.
Limited research has examined factors distinguishing between patterns of adolescent suicidal thoughts and behaviors. The current study examined demographic, school, family, and mental health differences across patterns identified by Romanel...
Supporting Parents of Children with ADHD During COVID-19 School Closures: A Multiple-Baseline Trial of Behavioral Parent Training for Home Learning [0.03%]
一项在家学习期间针对注意力缺陷多动障碍儿童父母的行为训练疗法的多基线试验：在新冠疫情学校停课期间支持家长
Brittany M Merrill,W John Monopoli,Emilea Rejman et al.
Brittany M Merrill et al.
During the COVID-19 pandemic, schools rapidly changed from in-class instruction to remote learning. Parent involvement and management of the home learning situation was greatly emphasized, and this presented challenges and opportunities for...
Preschool Children's Observed Interactions with Teachers: Implications for Understanding Teacher-Child Relationships [0.03%]
幼儿与教师互动的观察：理解师生关系的意义
Ann M Partee,Pilar Alamos,Amanda P Williford et al.
Ann M Partee et al.
Theory and research point to the daily interactions between individual children and teachers as formative to teacher-child relationships, yet observed dyadic teacher-child interactions in preschool classrooms have largely been overlooked. T...
Pilot Evaluation of the Elementary Social-Emotional Learning Program Sources of Strength [0.03%]
"Sources of Strength" 社会情感学习计划小学项目试点研究
Alberto Valido,Luz E Robinson,Ashley B Woolweaver et al.
Alberto Valido et al.
Schools and students have faced a variety of challenges during the 2020-2021 academic year as the COVID-19 pandemic continues. These issues have drawn attention to the increased need for robust social-emotional learning skills at the elemen...