Factors Influencing School‐Based Mental Health Program Selection: Insights From Educational Stakeholders DOI
Elizabeth Day, Katarzyna T. Steinka‐Fry,

Lisa Shimmel

et al.

Psychology in the Schools, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 8, 2024

ABSTRACT School mental health programs are an important component of the national response to current student crisis. However, evidence‐based often face numerous barriers their selection, scale‐up, and sustainability in real‐world settings. In this study, we interviewed 15 educational stakeholders examine what influences selection school‐based programs. Interviews focused on factors influencing schools. We coded transcribed interview data using a hybrid, iterative process, generated themes from these codes. identified five categories related key decision‐making criteria: program fit with school needs, evidence effectiveness, stakeholder buy‐in, logistical considerations for staff delivering programs, cost resource requirements. Findings have implications researchers who wish improve dissemination strategies prevention policymakers shape funding priorities support greater diversity availability. also useful practitioners may use insights reflect own practices or see experiences reflected normalized through lens presented here.

Language: Английский

School Psychologists as Mental Health Service Providers: Perspectives Related to Barriers and Facilitators of Mental Health Service Provision DOI

Elizabeth C. McPherson,

Elizabeth L. W. McKenney, Heather E. Ormiston

et al.

School Mental Health, Journal Year: 2025, Volume and Issue: unknown

Published: March 21, 2025

Language: Английский

Citations

0
A Qualitative Examination of School Principals’ Self-Perceived Role in School Mental Health Service Implementation DOI
Heather E. Ormiston, Malena A. Nygaard, Kane Carlock

et al.

School Mental Health, Journal Year: 2024, Volume and Issue: 16(1), P. 277 - 290

Published: Feb. 22, 2024

Language: Английский

Citations

2
Factors Shaping a Proactive Plan of Care for Student Mental Health DOI
Malena A. Nygaard, Tyler L. Renshaw, Heather E. Ormiston

et al.

School Mental Health, Journal Year: 2024, Volume and Issue: 16(1), P. 253 - 266

Published: Feb. 15, 2024

Language: Английский

Citations

1
Training Needs for School Staff Supporting Students Returning to School After a Psychiatric Hospitalization DOI Creative Commons
Lora Henderson Smith,

Natalie Hendrickson,

Emily Warren

et al.

School Mental Health, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 7, 2024

Abstract Supporting students returning to school after a mental health crisis often involves more training than many staff members receive. With the increase in youth diagnoses, there has also been an number of requiring psychiatric emergency department visits and hospitalizations. As such, this study employed basic qualitative design gather perspectives who support students’ about their experiences needs related supporting hospitalization. Semi-structured interviews were conducted with 10 professionals or administrators. Thematic analysis was used analyze data. Three themes identified: (1) most participants received minimal formal graduate on hospital-to-school transition, (2) learned transition job, (3) made recommendations identified specific needs. Implications for are discussed including need variety (e.g., some practitioners while others advanced training) different format preferences (in-person may be preferred but online asynchronous is convenient).

Language: Английский

Citations

1
Evidence for the Reliability and Validity of the Arabic Version of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE) DOI Open Access

Sumayah A. Alrubayie,

Keetam D. F. Alkahtani

Journal of Behavioral and Brain Science, Journal Year: 2024, Volume and Issue: 14(01), P. 32 - 45

Published: Jan. 1, 2024

School-based universal screening for behavioral/emotional risk is a necessary first step to providing services in an educational setting students with emotional and behavioral disorders (EBDs). Psychometric properties are critical making decisions about choosing instrument. The purpose of the present study was examine psychometric student scale internalizing externalizing behaviors (SRSS-IE). Participants included 3145 their teachers. Item-level analyses current sample supported retention all items. internal consistency SRSS items ranged from 0.83 0.85. Convergent validity between SRSS-IE well-established tool, strength difficulties questionnaire (SDQ), found total score (r = 0.70). Additionally, results this demonstrate strong social validity, suggesting be useful functional tool. We conclude that valid reliable instrument assessing level among elementary students.

Language: Английский

Citations

0
Early Identification of Social, Emotional, and Behavioral Difficulties in Primary Schools: Explanations for Special Educational Needs Coordinators’ Different Practices DOI Creative Commons
Marloes L. Jaspers-van der Maten, Els Rommes

School Mental Health, Journal Year: 2024, Volume and Issue: 16(4), P. 1247 - 1260

Published: Aug. 2, 2024

Abstract Early identification of social, emotional, and behavioral difficulties (SEBDs) in children is essential to provide support reduce the risk negative outcomes. Schools are considered ideal settings identify SEBDs, many countries special educational needs coordinators (SENCOs) play a pivotal role this respect. Although SENCOs may contribute improving school-based SEBDs by adopting more systematic approach, they have multitude tasks considerable professional discretion. As result, there differences between quality their practices terms frequency observations, maintenance four-eyes principle, utilization specialist knowledge, affecting whether when identified. The aim study was examine what factors can explain these for early SEBDs. Using narrative qualitative we interviewed 34 primary school professionals, studied policy documents observed team meetings. Thematic analysis revealed that an interplay factors: (1) (conformity to) regulations, (2) continuity, (3) personal characteristics, explains why decide differently on who conducts when. Generally, likely conform frequent observations at least two observers utilizing schools regulations clearly define whom should take place, with competent, committed, proactive staff conforming those within stable team. each factor important but not ensure practices, characteristics SENCO compensate lack clear or discontinuity. Implications practice discussed.

Language: Английский

Citations

0
Exploring Sustainability in Mitigating Managerial Challenges Faced by Women Principals in Primary Schools: A Case of Rural Areas DOI Creative Commons
Saltiel Khololo Collen Mataboge

Discourse and Communication for Sustainable Education, Journal Year: 2024, Volume and Issue: 15(1), P. 139 - 154

Published: June 1, 2024

Abstract The purpose of this conceptual paper is to explore sustainability in mitigating managerial challenges faced by women principals rural primary schools. main research question guiding study is: “What strategies can be employed enhance the experienced schools, particularly areas?” This qualitative draws upon a comprehensive review scholarly books and articles, serving as foundational framework for research. Data collection conducted through methods aligned with interpretive paradigm allowing deep exploration experiences perspectives principals. Findings from highlight multitude schools including limited resources, societal expectations, gender biases. Despite these challenges, many demonstrate resilience innovative approaches their leadership roles. significance lies its contribution understanding dynamics educational within settings, shedding light on unique Policymakers, school leaders, aspirant deputy benefit insights gleaned study. These recommendations include need tailored support mechanisms areas, professional development opportunities focusing skills equity, policy interventions aimed at addressing systemic barriers women's advancement Attempts implementing recommendations, stakeholders foster more inclusive supportive environments ultimately enhancing quality education communities.

Language: Английский

Citations

0
Factors Influencing School‐Based Mental Health Program Selection: Insights From Educational Stakeholders DOI
Elizabeth Day, Katarzyna T. Steinka‐Fry,

Lisa Shimmel

et al.

Psychology in the Schools, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 8, 2024

ABSTRACT School mental health programs are an important component of the national response to current student crisis. However, evidence‐based often face numerous barriers their selection, scale‐up, and sustainability in real‐world settings. In this study, we interviewed 15 educational stakeholders examine what influences selection school‐based programs. Interviews focused on factors influencing schools. We coded transcribed interview data using a hybrid, iterative process, generated themes from these codes. identified five categories related key decision‐making criteria: program fit with school needs, evidence effectiveness, stakeholder buy‐in, logistical considerations for staff delivering programs, cost resource requirements. Findings have implications researchers who wish improve dissemination strategies prevention policymakers shape funding priorities support greater diversity availability. also useful practitioners may use insights reflect own practices or see experiences reflected normalized through lens presented here.

Language: Английский

Citations

0