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Acceptability, Implementation, and Perceived Utility of a School-Based Cognitive-Behavioral Intervention: A Qualitative Feasibility Study
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Tilley, Micah A.; Montreuil, Tina – Psychology in the Schools, 2023
Understanding how cognitive-behavioral therapy programs can be best implemented within the school environment is critical for ensuring that preventative mental health efforts reach all children and are most effective. The purpose of this study was to provide a qualitative analysis of students and school-based facilitators' perspectives of a…
Descriptors: Cognitive Restructuring, Behavior Modification, Intervention, Feasibility Studies
The Feasibility and Promise of Dialectical Behavior Therapy Skills Training with Teachers and School Personnel in High-Poverty Schools
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Shernoff, Elisa S.; Ruork, Allison K.; Nadeem, Erum; Rizvi, Shireen L. – Psychology in the Schools, 2022
This study examined the feasibility and promise of using virtual Dialectical Behavior Therapy Skills Training (DBT-ST) with educators. DBT-ST was offered to 39 educators (89% female, mean age 46.45) in one high-poverty school district during the COVID-19 pandemic using a pre-post design. Educators attended five of eight groups (Mode = 8) and there…
Descriptors: Psychotherapy, Skill Development, Educational Technology, Electronic Learning
Feasibility Trial of the School-Based STRONG Intervention to Promote Resilience among Newcomer Youth
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Crooks, Claire V.; Hoover, Sharon; Smith, Alexandra C. G. – Psychology in the Schools, 2020
There are thousands of refugee students in Canadian schools and many struggle with distress and trauma symptoms. Even those not demonstrating overt distress may face adjustment challenges. This paper describes the pilot of the Supporting Transition Resilience of Newcomer Groups (STRONG) program in ten schools. STRONG is a 10-session, manualized…
Descriptors: Intervention, Resilience (Psychology), Foreign Countries, Refugees
Stress Management for School Personnel: Stress-Inoculation Training and Exercise.
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Long, Bonita C. – Psychology in the Schools, 1988
Evaluated effectiveness of Stress-Inoculation Training (SIT) with and without exercise component and Minimal exercise treatment (MIN) on trait anxiety, teacher stress, and coping strategies among 66 teachers. Found eight-week SIT with exercise to be more effective than MIN in reducing anxiety and teacher stress. SIT without exercise did not…
Descriptors: Anxiety, Coping, Exercise, Foreign Countries