Teacher and School Characteristics Associated with the Identification and Referral of Adolescent Depression and Oppositional Defiant Disorders by U.S. Teachers [0.03%]
美国教师识别和转介抑郁及对立违抗障碍青少年的相关因素——基于教师与学校的特征分析
Jennifer Greif Green,Rachel Oblath,Melissa Holt
Jennifer Greif Green
Teachers contribute to the process of identifying and referring students for mental health services, however, relatively little is known about how they make those decisions and how decision-making differs across school contexts. This study ...
Validation and Use of the Measure of Effective Attributes of Trainers in School-Based Implementation of Proactive Classroom Management Strategies [0.03%]
学校实施积极课堂管理策略的以校为本的有效师资衡量标准的验证与运用
Madeline Larson,Clayton R Cook,Margaret M Sullivan et al.
Madeline Larson et al.
In-service training is a critical and frequently utilized implementation strategy to support the adoption and delivery of evidence-based practice (EBP) across service settings, but is characteristically ineffective in producing provider beh...
Associations Between School Mental Health Team Membership and Impact on Service Provision [0.03%]
学校心理健康团队成员构成及其对服务提供的影响关系分析
Samantha Reaves,Jill Bohnenkamp,Ashley Mayworm et al.
Samantha Reaves et al.
Schools are the most common venue in which children and youth receive mental health services. To organize delivery of mental health care to such a large number of children, use of school teams is often recommended. Yet, there is limited emp...
Trauma-Focused Cognitive Behavioral Therapy in 13 Urban Public Schools: Mixed Methods Results of Barriers, Facilitators, and Implementation Outcomes [0.03%]
一项在13所城市公立学校开展以创伤为重点的认知行为治疗的混合方法研究：障碍、促进因素及实施结果
E H Connors,J Prout,R Vivrette et al.
E H Connors et al.
Trauma-focused cognitive behavioral therapy (TF-CBT) is an evidence-based intervention to treat Post-traumatic Stress Disorder among youth ages 3-18 years. In this pilot study, 31 clinicians in 13 urban public schools received TF-CBT traini...
Heterogeneity Among Moderate Mental Health Students on the Mental Health Continuum-Short Form (MHC-SF) [0.03%]
心理健康连续评分表短期版本(MHC-SF)中中等心理健康水平学生的差异性研究
Mei-Ki Chan,Michael J Furlong,Karen Nylund-Gibson et al.
Mei-Ki Chan et al.
Measures of positive well-being are needed to support the shift away from a deficit-based approach to mental health. This study examined one measure, the Mental Health Continuum-Short Form (MHC-SF), as a measure of positive well-being used ...
Outcomes of School-Home Intervention for Attention and Behavior Problems: Teacher Adherence Matters [0.03%]
学校家庭干预对注意力和行为问题的影响：教师的依从性很重要
Jocelyn I Meza,Lauren M Friedman,Melissa R Dvorsky et al.
Jocelyn I Meza et al.
This study evaluated the effects of teacher adherence to behavioral treatment on student outcomes. Eighty-four children (ages 7-11) completed a 12-week, collaborative school-home behavioral intervention designed for youth with significant a...
Implementing Dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) in a Low-Income School [0.03%]
在低收入学校实施针对青少年情绪问题解决的辩证行为治疗技能训练(DBT STEPS-A)项目
Carla D Chugani,Courtney E Murphy,Janine Talis et al.
Carla D Chugani et al.
Adolescents living in low-income areas often have high need for mental health supports due to experiences of poverty and trauma, coupled with limited access and availability of such supports. This study investigated the implementation of a ...
Can We Move the Needle on School Mental Health Quality Through Systematic Quality Improvement Collaboratives? [0.03%]
通过系统性的质量改进协作能改善学校的心理健康服务质量吗？
Elizabeth H Connors,Mills Smith-Millman,Jill H Bohnenkamp et al.
Elizabeth H Connors et al.
Learning collaboratives (LCs) have often been used to improve somatic health care quality in hospitals and other medical settings, and to some extent to improve social services and behavioral health care. This initiative is the first demons...
A Qualitative Examination of a School-Based Implementation of Computer-Assisted Cognitive-Behavioral Therapy for Child Anxiety [0.03%]
基于学校的计算机辅助认知行为疗法的实施定性研究——对儿童焦虑的干预措施评估项目案例研究报告
Margaret E Crane,Katherine E Phillips,Colleen A Maxwell et al.
Margaret E Crane et al.
Mental health treatment in schools has the potential to improve youth treatment access. However, school-specific barriers can make implementing evidence-based interventions difficult. Task-shifting (i.e., training lay staff to implement int...
Assessment and Treatment of Anxiety in Children with Autism Spectrum Disorder in School Settings: A Systematic Review and Meta-Analysis [0.03%]
学龄前自闭症谱系障碍儿童焦虑的评估与治疗：系统性综述及元分析
Celal Perihan,Ali Bicer,Joel Bocanegra
Celal Perihan
Anxiety is the most common mental health problem that occurs with Autism Spectrum Disorder (ASD), and due to creating a more inclusive learning environment, children with ASD are placed in general education classrooms. Thus, addressing anxi...