Do you see what I see? Mitigating rater effects on direct behavior ratings-multi-item scales (DBR-MIS) through training and statistical adjustment [0.03%]
你是否看见我所看到的？通过培训和统计调整来减少行为直接评定量表(DBR-MIS)中的评比率效应
Abigail E Pruitt,Kara M Styck,Annika L Hodges et al.
Abigail E Pruitt et al.
The purpose of our study was to compare the effectiveness of rater training and statistical adjustment at mitigating rater effects and improving the accuracy of direct behavior ratings-multi-item scales (DBR-MIS) scores targeting academic e...
Peer victimization and depression among Chinese adolescents: Moderation of teachers' aggression management [0.03%]
中国青少年的同伴受害与抑郁：教师攻击管理风格的调节作用
Yan Sun,Junsheng Liu,Luhao Wei et al.
Yan Sun et al.
This study explored the moderating roles of two types of teachers' aggression management strategies (i.e., aggression control and promotion of prosocial behavior) in the association between peer victimization and depressive symptoms among a...
Supporting children's mental health in school over a decade later: Current teacher perspectives [0.03%]
十年后的学校儿童精神健康支持：现行教师视角
Wendy M Reinke,Keith C Herman,Melissa Stormont et al.
Wendy M Reinke et al.
Over a decade ago, teacher perspectives of supporting student mental health in schools were assessed, including perceptions of mental health needs; their knowledge, skills, and training needs; their roles for supporting children's mental he...
High school students' pandemic adversity and behavioral health: Evidence from the adolescent behaviors and experiences survey [0.03%]
疫情下的高中生 adversité 和行为健康：来自青少年行为和体验调查的证据
Brittany N Zakszeski,Jingwen Zhou
Brittany N Zakszeski
The COVID-19 pandemic created unique challenges for adolescents, impacting their well-being. The present study sought to answer the questions: (a) What are the latent classes of youth according to their self-reported adverse experiences dur...
The interplay of stress, burnout, and mindful self-care in school psychologists [0.03%]
学校心理学家中的压力、职业枯竭以及自我关怀之间的关系
Nikita M Pike,Randy G Floyd,Caitlin M Porter
Nikita M Pike
School psychologists take on many tasks and responsibilities in their practice, whether that be in schools, clinics, or private practices. In this role, they risk experiencing ongoing stress that can result in burnout. Although previous lit...
A systematic review of cultural adaptations to social emotional learning interventions for PreK-12th grade Black students [0.03%]
针对幼儿园至十二年级黑人学生的情感和社会学习干预的文化适应性系统评价
Kamontá Heidelburg,Christina Sipior,Jay&#x;ana King et al.
Kamontá Heidelburg et al.
Due to the lack of culturally responsive social-emotional learning (SEL) interventions and the negative implications of discipline disproportionality of Black students in schools, there is a dire need to develop and implement SEL interventi...
The development of a Black history- and racial identity-focused resiliency intervention for Black boys: A pilot study of Promoting Emotional Resiliency Skills In Small Teams (PERSIST) [0.03%]
针对黑人男孩的以黑人历史和种族身份为重点的韧性干预的发展：Promoting Emotional Resiliency Skills In Small Teams(PERSIST)计划试点研究
Scott L Graves,Candice N Aston
Scott L Graves
This article describes the systematic development of a resiliency intervention for Black boys that focused on Black history and racial socialization. PERSIST, which stands for Promoting Emotional Resiliency Skills In Small Teams, is based o...
Less fidelity, more reciprocity: Rethinking implementation values for social-emotional learning programs [0.03%]
低保真，高互惠：反思社交情绪学习项目的实施价值
Josephine Grant
Josephine Grant
Implementation values naturally operate in tension. School psychologists are called to manage the tension between evidence-based programs, the needs of their students, faculty, and leadership. One implementation value, fidelity, has emerged...
Culturally responsive adaptations to evidence-based interventions for Black adolescents [0.03%]
针对黑人青少年的有效干预措施的文化适应性响应式调整
Janine M Jones
Janine M Jones
This article explores the vital role of culturally responsive adaptations in evidence-based interventions for Black youth. While evidence-based interventions have proven effective in addressing adolescent mental health challenges, it is cle...
Culturally adapted interventions for students with autism: A systematic review [0.03%]
自闭症学生文化适应型干预措施的系统评价研究
Ja&#x;Toria S Palmer,Tennisha N Riley
Ja&#x;Toria S Palmer
Culturally adapted interventions have been shown to improve skills in culturally and linguistically diverse youth diagnosed with autism, improving the outcomes of minoritized youth and families. Despite an increase in early diagnosis of aut...