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Extending the healthy context paradox to nonintervention settings: Escalating problem behaviors among victimized social outliers.
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| Pengarang | : | Katulis, G., Kaniušonyt?, G., & Laursen, B. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 4) |
| Halaman | : | 472-482 |
| Abstrak | : | It can be risky to be different. The healthy context paradox notes that a reduction in classroom bullying exacerbates problems for those who remain victimized (Huitsing et al., 2019). The present study extends this work by examining the costs associated with being a victimized social outlier [known also as a “social misfit” (Wright et al., 1986)] in (nonintervention) regular classroom settings, to determine whether students who are outliers in terms of classroom victimization respond with increasing adjustment problems. Participants were 706 public primary and middle school students (ages 9–14 years, Mage = 11.80, SDage = 1.13) in the United States (80 girls, 85 boys) and Lithuania (259 girls, 282 boys). Peer nominations of physical victimization and disruptiveness along with self-reports of physical victimization, conduct problems, and delinquent behavior were collected twice during an academic year (4 months apart). Longitudinal group actor–partner interdependence model analyses indicated that increases in adjustment problems over the course of the school year were a product of the degree to which a child was a victimized social outlier. Specifically, the discrepancy between individual victimization and classroom victimization norms at the beginning of the school year predicted increases in disruptiveness (d = −0.11), delinquent behavior (d = −0.10), and conduct problems (d = −0.08) from the beginning to the end of the school year. The results are consistent with the assertion that the risks of being a social outlier extend to those who stand apart in terms of their victimization experiences. |
The role of moral disengagement and classroom collective efficacy in social support and bystander behavior of elementary school students: A multilevel moderated mediation analysis.
| Pengarang | : | Shi, L., Wu, Y., & Zhou, Y. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 4) |
| Halaman | : | 462-471 |
| Abstrak | : | Few studies have examined the process of the relationship between social support and bystander behavior, and previous research has primarily focused on individual- or group-level correlates of bystander behavior without a full understanding of these correlates and their interactions. To address this research gap, the present study examined whether social support and moral disengagement at the individual level, as well as collective efficacy at the classroom level, were associated with bystander behavior in school bullying situations. Questionnaires were administered to 1,310 elementary school students in Grades 4–6 (Mage = 10.97 ± 0.98 years) from 61 classes in the Zhejiang Province of China. Multilevel moderated mediation analyses revealed that higher levels of social support were directly related to more defender behavior and less reinforcer and outsider behavior, and social support was also related to bystander behavior through the indirect role of moral disengagement. In classrooms with higher levels of collective efficacy to stop peer bullying, students tended to show more defender behavior and less outsider behavior. Higher levels of classroom collective efficacy did not moderate the relationship between moral disengagement and defender behavior, although it did inhibit the reinforcer and outsider behaviors of those with high levels of moral disengagement. This study sheds light on the relationship between multiple factors and bystander behavior at both the individual and classroom levels and contributes to the understanding of school bullying in the context of peer group interactions. |
Depression and anxiety among K12 teachers in the United States: A systematic review.
| Pengarang | : | Hooker, S. A., Olson-Bullis, B., Levin, A., Ziegenfuss, J. Y., Margolis, K. L., & Rossom, R. C. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 4) |
| Halaman | : | 445-461 |
| Abstrak | : | Teachers experience high levels of stress and burnout; however, it is less clear whether teachers also experience high levels of depression and anxiety. The purpose of this systematic review was to describe the literature examining depression and anxiety among K–12 teachers in the United States, with a focus on (a) identifying factors that may be associated with and (b) describing interventions aimed at improving depression and/or anxiety among teachers. A literature search was conducted in January 2022 using APA PsycInfo, ERIC, CINAHL, Web of Science, and PubMed. Studies were eligible if they (a) measured U.S. K–12 teachers as an outcome; (b) measured teacher depression or anxiety; (c) were available in English; and (d) were published between 2000 and 2021. Two coders extracted key study information and assessed the risk of bias using the Newcastle–Ottawa scale for observational studies and the U.S. Preventive Services Task Force checklist for clinical trials. This review included 19 studies (10 cross-sectional, four longitudinal, and five interventions). Studies indicated that teachers may experience greater levels of depression and anxiety than the general population. High perceived stress, poor coping skills, more student problem behaviors, and poor school climate were associated with greater depression and anxiety among teachers. Interventions achieved small to large reductions in depression and anxiety. This review suggests that several factors are related to depression and anxiety among teachers and is limited by the few studies that met the inclusion criteria. Interventions that use multilevel approaches to improve teacher mental health may be needed. |
Associations among educators beliefs, intervention fidelity, and student outcomes in school wide positive behavior interventions, and supports: A school level moderated mediation analysis.
| Pengarang | : | Zhang, Y., Fallon, L., Larson, M., Browning Wright, D., Cook, C. R., & Lyon, A. R. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 4) |
| Halaman | : | 431-444 |
| Abstrak | : | Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student behavioral and academic outcomes. Implementation of SWPBIS in uncontrolled settings is often suboptimal, leading to lackluster outcomes. Researchers have developed and validated several implementation strategies to improve individual-level implementation determinants (e.g., educators’ supportive beliefs) to promote the successful delivery of universal programs (e.g., SWPBIS). However, empirical studies are needed to explore the mechanisms of change through which school-level educators’ beliefs influence their delivery of SWPBIS. This school-level quasi-experimental study tested a mediational mechanism of change where changes in educators’ beliefs work through their intervention fidelity of SWPBIS to influence student outcomes. We delivered the Supportive Belief Intervention (a school-wide implementation strategy used before training to promote educators’ supportive beliefs about SWPBIS) and then Tier 1 SWPBIS training to 81 elementary schools serving diverse student populations. At the start of the academic year, school-level educators’ beliefs were assessed before the Supportive Belief Intervention. At the end of the academic year, educators’ beliefs, intervention fidelity, and rates of student reading proficiency and suspension were assessed. Conditional process analyses with nonparametric bootstrapping (mediational and first stage moderated mediational models) revealed that, at the school level, a larger increase in educators’ supportive beliefs was associated with enhanced SWPBIS fidelity and better corollary student outcomes (increased reading proficiency and reduced suspension), while student socioeconomic status moderated the size of the mediation effect. Implications for research and practices about the implementation of SWPBIS and school context were discussed. |
Relationships between elementary teachers enjoyment and students engagement across content areas and among student groups.
| Pengarang | : | McLean, L., Espinoza, P., Janssen, J., Jimenez, M., & Lindstrom Johnson, S. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 4) |
| Halaman | : | 419-430 |
| Abstrak | : | We explored associations among teachers’ self-reported enjoyment for teaching mathematics, science, and English language arts and their students’ self-reported behavioral engagement in each content area, and how these associations varied depending on student sex and socioeconomic status. Participants included 33 fourth-grade teachers and 443 students from 14 schools in the Southwestern United States. Multiple regression models with cluster robust standard errors was used. Models regressed students’ content-area engagement on teachers’ content-area enjoyment, controlling for students’ initial engagement in that content area and other relevant covariates. Teachers’ English language arts and mathematics enjoyment were each positively associated with students’ engagement in each content area, and an interaction effect was detected in mathematics whereby lower socioeconomic status students with low-mathematics-enjoyment teachers reported lower mathematics engagement. Findings extend recent research highlighting teachers’ emotions, and more specifically positive emotions, as factors that can be leveraged to support student learning, as well as provide more nuanced information about the contexts and student groups for whom these processes may be most relevant |
Mindful discipline: A pilot study exploring mindfulness and the reduction of punitive discipline for Black male students.
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 410-417 |
| Abstrak | : | Racial disparities in school discipline are well known and widely studied. Studies find, for instance, that Black students in secondary grades experience the highest rates of exclusionary punishment compared with their peers (Losen, 2018). Despite what is known about the prevalence and causes of disparities, such as educator bias in discipline decisions, there is surprisingly little evidence about how to effectively shift these disparities in schools. This pilot study attempts to address this, exploring whether a brief mindfulness-based intervention for teachers may reduce the impacts of racial bias on their interpretations of behavior and subsequent recommendations for discipline after reviewing a vignette depicting a Black male adolescent. The effects of the mindfulness exercise on participants’ interpretations and recommendations were examined through regression, and findings indicate a significant main effect of the treatment on both indicators. The preliminary findings of this exploratory study suggest that brief mindfulness training may help to reduce the impacts of racial bias on discipline decisions for Black students. Implications for both research and practice are discussed. |
Supporting implementation of culturally responsive teaching in a therapeutic setting.
| Pengarang | : | Fallon, L. M., Laenen, D. P., Kausel, J., Sunda, R., Molina Palacios, A., & Romero, E. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 404-409 |
| Abstrak | : | This brief report describes findings from a single case withdrawal design study which explored the impact of training and emailed video prompts to promote a teacher’s implementation of a culturally responsive teaching plan in a therapeutic school. Data collectors gathered implementation data as well as observed students’ academic engagement and disruptive behavior. The teacher also provided self-report data regarding student outcomes. Results indicated that, overall, training and emailed video prompts demonstrated improvement in the teacher’s implementation of the classroom plan as well as student behavior. However, the improvement in dependent variables was more discernible from the first Phase A to Phase B than the second A to B phase change. To build upon these results, we describe that additional research is needed to generalize findings. |
Social emotional functioning among bias-based bullies, victims, and bully victims.
| Pengarang | : | Fusco, N. V., Holt, M. K., Merrin, G. J., & Green, J. G. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 397-403 |
| Abstrak | : | Bias-based harassment in U.S. schools is an increasingly significant concern for students’ well-being. Although research on bullying broadly defined has indicated that the ways in which youth are involved in bullying (i.e., as bullies, victims, and bully-victims) are differentially associated with functioning, this study adds to extant research by exploring whether similar patterns emerge for bias-based harassment. A nationally representative sample of 639 adolescents, ages 13–17, completed online surveys in 2021 that included measures of bias-based harassment, anxiety, depression, substance use, and school social support. Findings from a multivariate latent variable model indicated that after controlling for demographic variables, compared to individuals not involved in bias-based harassment, students involved as victims, perpetrators, or both victims and perpetrators of bias-based harassment (i.e., bias-based bully-victims) reported more mental health symptoms. Substance use was elevated for bias-based perpetrators and bully-victims, whereas school social support was diminished for bias-based victims and bully-victims. Notably, bias-based bully-victims had the highest levels of anxiety symptoms and substance use, and lowest levels of school social support, among all adolescents. Findings highlight that involvement in bias-based harassment in any capacity is associated with deleterious functioning, with bias-based bully-victims reporting particularly adverse functioning across domains. Bolstering protective factors such as school social support would be a useful component of school practices and prevention programs related to bias-based harassment. |
Growth mindset: An umbrella for protecting socially stressed adolescents’ life satisfaction.
| Pengarang | : | Jiang, X., Fang, L., & Mueller, C. E. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 388-396 |
| Abstrak | : | Research suggests that growth mindset shows positive effects on adolescents’ academic achievement, especially in overcoming academic-related setbacks. It remains unclear, however, how growth mindset functions in the presence of social stress, a risk factor for adolescent mental health. In the present study, we explored how growth mindset of thoughts–emotions–behaviors predicted dual indicators of adolescents’ mental health (life satisfaction and emotional problems), and if and how growth mindset interacted with peer and family stress to predict mental health. A total of 791 adolescents (Mage = 16.32 years, SD = 1.1, range 14–18; 60.8% female; 9th–12th grades; African American 34.5%, White 31.4%, Asian 13.2%, Hispanic 11.6%, biracial or multiracial 8.2%, others 1%, and missing 1%) participated via self-report surveys. A structural equation modeling approach was adopted to simultaneously model both the main and interaction effects. Results showed one significant interaction effect—between growth mindset and peer stress—on predicting life satisfaction (β = 0.13) and a significant main effect of growth mindset on predicting emotional problems (β = −0.35). The main effects of family stress on both outcomes (β = −0.22, life satisfaction; β = 0.18, emotional problems) were significant in the expected directions. Thus, growth mindset is a contributing factor to better mental health (higher life satisfaction, fewer emotional problems) and a buffering factor that mitigates the negative impact of peer stress on life satisfaction. These findings enhance the understanding of growth mindset, which can be integrated into school psychologists’ work to assess or promote adolescent mental health. |
Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health.
| Pengarang | : | Kawabata, Y., Kinoshita, M., & Onishi, A. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 3) |
| Halaman | : | 379-387 |
| Abstrak | : | School enjoyment, as a measure of how much adolescents enjoy or value their school experience, has been extensively studied in Western cultures. However, our knowledge of school enjoyment, and particularly its changes and trajectories among adolescents living in non-Western cultures, is limited. The present study used 3-year longitudinal data to examine changes and trajectories in school enjoyment and their associations with social and relational factors, such as mental health problems and peer victimization, among Japanese middle school students. Participants were 281 Japanese students from two public middle schools (Time 1 Mage = 12.72, SD = .45, 50% female). Data included five time points at 6-month intervals (Grades 7–9). The growth curve model showed quadratic changes in school enjoyment overall; the mean of school enjoyment was relatively stable in Grades 7 and 8 but increased rapidly in Grade 9. In terms of individual differences in trajectories of school enjoyment, growth mixture modeling identified three distinct groups (i.e., groups of 44.8% increasing, 9.8% decreasing, and 45.4% stable). Compared to students in the other groups, students in the increasing group initially reported lower levels of mental health problems and experienced less relational and overt victimization. In contrast, the decreasing group reported higher levels of mental health problems and experienced more relational and overt victimization than the increasing group. The results inform us about the most adaptive group, which continued to show high levels of school enjoyment, and the most maladaptive group, which initially had lower levels of school enjoyment and decreased their levels over time. The latter group of students is at risk and requires immediate intervention. |