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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).
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| Pengarang | : | Graves, S. L., & Aston, C. N. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 252-263 |
| Abstrak | : | 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 on the Black history knowledge model of coping and mental health and the phenomenological variant of ecological systems theory. The intervention was implemented in an urban school with Black boys in sixth, seventh, and eighth grades. Results demonstrated increases in positive aspects of racial identity: centrality (Cohen’s d = .5), private regard (Cohen’s d = .6), and resiliency (Cohen’s d = .4). Additionally, participants indicated that the intervention’s format, topics, and method of delivery were appropriate. Implications are discussed in terms of developing culturally specific, school-based interventions tailored for Black boys. |
Fix your crown, queen: Evaluating the effects of a culturally enriched social–emotional learning intervention for Black girls.
| Pengarang | : | Scott, Meagan N.; Collins, Tai A. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 237-251 |
| Abstrak | : | Although much of the literature on disproportionality has focused on Black boys, Black girls are suspended at higher rates than girls of any other race due to the misconstrued ideology that Black girls are less innocent and feminine and more adultlike than their White counterparts. Culturally responsive interventions at the student level can support students’ social, emotional, and behavioral well-being and improve their skills in navigating inequitable school systems. The purpose of the present study was to develop and implement a culturally enriched social emotional learning curriculum, titled Fix Your Crown, Queen, and evaluate the effects of the curriculum on Black girls’ academic engagement during classroom instruction, inappropriate behaviors, office discipline referrals, social skill development, racial identity, and self-esteem. Results were mixed for academic engagement, office disciplinary referrals, and social skills development. Additional results found that racial identity was maintained at high levels, and there was a decrease in self-esteem. Based on these preliminary findings, more research is needed to evaluate the effectiveness of Fix Your Crown, Queen intervention on Black adolescent girls. |
Enhancing outcomes: Culturally adapted social emotional and behavioral interventions for rural black elementary learners at risk.
| Pengarang | : | Campbell, A. R., Sallese, M. R., Moeyaert, M., Calhoun, T. E., & Imler, M. H. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 223-236 |
| Abstrak | : | Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students’ competency in areas designed to help them successfully manage the school environment and life in general. However, studies have not provided evidence that universal social–emotional learning (SEL) programs are effective for Black students. This study provides data on the efficacy of an intervention package comprised of the Strong Kids SEL Program and a Tier 2 culturally adapted check-in/check-out (CICO) with Black students in a rural district in an underserved community. Cultural adaptations presented for the SEL curriculum were based on developers’ recommendations and teacher feedback from prior studies and incorporated focus groups. Behavior management support in the form of a culturally adapted CICO was provided to participants exhibiting externalizing behaviors disruptive to the learning process. Results indicated a functional relation between the intervention package culturally adapted (SEL + CICO) and a decrease in student rate of externalizing behavior and strong social validity across teachers and students. Hierarchical linear modeling showed a statistically significant decrease in externalizing behavior from baseline to intervention phases, with data suggesting the moderator of grade-level explained variability in the effectiveness of the intervention. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
Using community collaboration to evaluate the cultural relevance of the Resilience Education Program.
| Pengarang | : | Barber, A., Eklund, K., Weist, M., Soto, D., Cruz, S., Collins, B., & Knuckey, L. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 207-222 |
| Abstrak | : | In recent years, greater focus has been paid to the mental health needs of children from minoritized racial backgrounds. The culturally specific needs of these children, however, are often not considered within standard mental health treatments for youth. Oriented in the ecological validity framework (Bernal et al., 1995) and the radical healing framework (French et al., 2020), this study examines the efficacy, feasibility, and social validity of a modified mental health intervention for Black youth by (a) implementing and evaluating the Resilience Education Program (REP) with a sample of Black youth and caregivers and (b) obtaining feedback on the existing intervention to evaluate its cultural relevance for Black youth and families. REP is a Tier 2 intervention for internalizing behaviors in students in Grades 4–8. A pilot study was implemented to evaluate the REP intervention with one group (n = 5) of Black students, obtaining feedback from caregivers, teachers, and mentors. The program’s efficacy, feasibility, and social validity was evaluated following the intervention using paired t-test analysis. Then, a series of focus groups were conducted with check-in/check-out mentors, caregivers, and youth participants to obtain feedback on REP. Focus group data were analyzed using thematic analysis and nominal group technique procedures. Themes for improvement and suggestions for future research are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
Cultural adaptation of positive behavioral interventions and supports tier 1 in a Chinese elementary school.
| Pengarang | : | Luh, H.-J., Ni, H., Chen, C., & Feng, Y. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 193-206 |
| Abstrak | : | Research has shown the positive effects of positive behavioral interventions and supports (PBIS) on student outcomes. Despite its effectiveness, there is limited research on the cultural adaptation of PBIS in other cultures, especially in Asia. Based on cultural adaptation frameworks, the current case study reports the cultural adaptation and implementation process of PBIS Tier 1 in a Chinese elementary school, including the steps and strategies in its engagement, design, and implementation. Using multiple questionnaires, we also examined the pre- and postintervention differences in students’ emotional and behavioral problems, their perceptions of school climate, and important factors related to academic engagement. Mainly, students’ prosocial behaviors, emotional symptoms, and their interpersonal relationships with teachers and peers improved. However, there was also an increase in hyperactivity/inattention and conduct problems. Limitations and future directions are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
Cultural adaptation and evaluation of a school-based positive psychology intervention among Chinese middle school students: A mixed methods program design study.
| Pengarang | : | Chen, C., Chen, Y., Jia, X., Lei, S., Yang, C., Nie, Q., & Weiss, B. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 172-192 |
| Abstrak | : | With the recognition of positive psychology within China, there is a pressing need for evidence-based positive psychology interventions (PPIs) tailored to the cultural context of Chinese schools. The goals of the present study were to (a) culturally adapt the Well-Being Promotion Program using the ecological validity model and (b) conduct a preliminary evaluation of its effectiveness. Within a randomized controlled trial, we collected data from 107 eighth-grade students randomly assigned to the intervention (n = 55) or control group (n = 52). A mixed methods approach was used, with analysis of covariance to assess program effectiveness, and content analyses of students’ short-answer responses collected from the intervention group. Qualitatively, more than half of students reported having positive feelings and an increase in happiness due to the program. Quantitatively, the study found that the intervention was associated with a significant increase in adaptability, a subcategory of psychological suzhi, following the intervention. Gender breakdown revealed that the intervention had a significant positive effect on boys’ cognitive quality, but not girls’. Additionally, it marginally impacted girls’ self-management and boys’ adaptability quality. However, caution is warranted in interpreting the quantitative results due to limitations, such as a small sample size and a relatively low response rate at Time 2. This pilot study contributes to the literature by bridging the gap between evidence-based PPIs developed in Western contexts and their culturally responsive implementation in Chinese schools. Consequently, the results should be considered as initial evidence warranting further examination of effectiveness, yet with significant potential to advance future cultural adaptations of PPIs. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
Providing LGBTQIA affirming mental health services in schools: A cultural adaptation of dialectical behavior therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A).
| Pengarang | : | Weinberg, J. R., & Cooper, J. M. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 159-172 |
| Abstrak | : | Despite growing concerns related to the youth mental health crisis and the well-being of sexual and gender minority youth, specifically, most mental health interventions fail to meet the unique needs of this population. Research and clinical guidance have recommended that approaching mental health treatments through a lens of minority stress and intersectionality can be particularly helpful in addressing the mental health concerns of LGBTQIA+ (lesbian, gay, bisexual, transgender, questioning/queer, intersex, and asexual, with the ‘+’ capturing other identities within the gender and sexually diverse population) youth. Because many adolescents do not have access to mental health care, schools have an important role to play in meeting the mental health needs of LGBTQIA+ youth. To address these issues, we propose LGBTQIA+ affirming adaptations to the dialectical behavior therapy (DBT) Skills Training for Emotional Problem Solving for Adolescents (STEPS-A) curriculum using Pachankis et al.’s (2023) Adaptation Model to provide practitioners with a culturally affirming model of this social–emotional curriculum, while highlighting the utility of this framework in adapting other evidence-based interventions in schools. We walk readers through each module of DBT STEPS-A and provide rationale for adapting these skills for LGBTQIA+ youth. We offer specific adaptations that facilitators can make through psychoeducation and skills training. For example, we provide sample dialectics that mirror the experience of minority stress and propose examples of coping skills that are relevant for LGBTQIA+ youth (e.g., distracting and self-soothing to tolerate distress). Finally, the role of school psychologists in meeting the mental health needs of LGBTQIA+ youth is discussed along with implications for practice and future research. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
Culturally adapted interventions for students with autism: A systematic review.
| Pengarang | : | Palmer, J. S., & Riley, T. N. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 145-158 |
| Abstrak | : | 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 autism among racial–ethnic youth in the past few years, access to culturally adapted interventions for persons on the autism spectrum remains unexamined. The current systematic review examines the cultural adaptations of social skills, socioemotional skills, and behavioral management interventions for youth and families with a diagnosis of autism (age = 24 months–18 years). Fifteen peer-reviewed studies were obtained from three electronic databases. The Ecological Validity Model guidelines were used to determine the extent to which cultural adaptations were made. All of the studies included cultural adaptation, whether on a surface or deep structured level using a targeted or tailored approach. Aligned with previous findings, the literature surrounding cultural adaptation is scarce. However, this systematic review provides evidence of cultural adaptive interventions that have considered cultural needs to improve the skills, engagement, and feasibility for minoritized youth with autism. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
Behavioral interventions for Black male students: A systematic review.
| Pengarang | : | Sidwell, M. D., Wu, S., & Contreras, B. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 133-144 |
| Abstrak | : | Educators use behavioral interventions to help children with behavioral concerns in school settings. Research on these interventions has shown that they can be effective in reducing concerning behaviors in students of different ages, educational settings, and behavioral topographies. However, Black male students continue to be disproportionately punished in schools. Although various factors (e.g., systemic racism) likely contributed to this issue, a review of the research participants of evidence-based interventions reported by the What Works Clearinghouse found a lack of representation of Black children in the studies. Without research on the effectiveness of interventions for Black male students, educators and researchers may perpetuate the current problem. This necessitates examining their representation in such research to inform effective behavioral interventions at schools. The criteria for inclusion were as follows: (a) journal articles and unpublished dissertations or theses, (b) participants who were children aged 3–18 years, (c) interventions targeting behavioral modification to reduce problem behaviors, (d) studies conducted in school settings, and (e) research utilizing single-subject designs. The results of the review included 15 studies with a total of 34 Black male participants. Of the studies reviewed, the majority were not function-based and did not meet the What Works Clearinghouse’s design standards without reservations. Limitations and practical implications within a cultural context are also discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |
A systematic review of cultural adaptations to social emotional learning interventions for PreK-12th grade Black students.
| Pengarang | : | Heidelburg, K., Sipior, C., King, J., Cueto Brito, M., & Fredrick, S. |
| Nama Majalah/Jurnal | : | School psychology |
| Volume / Edisi | : | 40 (No. 2) |
| Halaman | : | 121-132 |
| Abstrak | : | 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 interventions that promote racial equity and align with the specific cultural needs of Black youth. This systematic review explores cultural adaptations used in SEL interventions for Black PreK-12 students and their associated outcomes. A total of 15 studies with 339 Black/African American students ranging from 8 to 15 years old were included. Each study used at least four or more culturally adapted elements outlined in Bernal et al.’s (1995) Ecological Validity Framework, and every study utilized content and method adaptation elements to meet the needs of Black students. Outcomes associated with cultural adaptation SEL interventions for Black students included positive changes in racial/ethnic identity and increases in skill acquisition and performance across various social, emotional, and behavioral domains. Findings from the current review expand the research on evidence-based, culturally responsive SEL interventions for Black students and highlight the positive outcomes associated with cultural adaptations of SEL interventions for Black students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) |