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The Effects of a Universal, School-Based Mental Health Literacy Program to Improve Resilience and Self-Efficacy among 5-6th Grade Students from Three, Title 1 School in Rural Alabama: Advocates 4 All Youth
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Adefunke Dadematthews; Melissa M. Pangelinan; Anne E. Bowen; Stacey L. Simon; Jessica L. Chandrasekhar; Jill L. Kaar – Psychology in the Schools, 2025
Advocates 4 ALL Youth (ALLY) is a universal, 6-week mental health literacy program, implemented in schools during the school day by community volunteers. The aim of this study was to determine the efficacy of the ALLY program on youth who endorsed negative affect (i.e., self-reported symptoms of both depression and anxiety). Using a randomized…
Descriptors: Program Effectiveness, School Health Services, Mental Health Programs, Literacy Education
Effectiveness of Sesame Workshop's Little Children, Big Challenges: A Digital Media SEL Intervention for Preschool Classrooms
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Oades-Sese, Geraldine V.; Cahill, Abigail; Allen, Jedediah Wilfred Papas; Rubic, Wai-Ling; Mahmood, Noor – Psychology in the Schools, 2021
This cluster-randomized pre-post comparison study examined the effects of using Sesame Workshop's Little Children, Big Challenges: General Resilience (LCBC) digital media toolkit in preschool classrooms over a 12-week period. Participants included 157 preschool teachers and 766 preschool children from 159 preschool classrooms in 38 Head Start…
Descriptors: Educational Technology, Technology Uses in Education, Preschool Education, Preschool Teachers
Pilot Study for the Fidelity, Acceptability, and Effectiveness of a PBIS Program plus Mental Health Supports in Under-Resourced Urban Schools
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Eiraldi, Ricardo; McCurdy, Barry; Schwartz, Billie; Wolk, Courtney Benjamin; Abraham, Manju; Jawad, Abbas F.; Nastasi, Bonnie K.; Mautone, Jennifer A. – Psychology in the Schools, 2019
This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school-wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K-8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols…
Descriptors: Fidelity, Urban Schools, Positive Behavior Supports, Program Implementation
Supplementing Accelerated Reading with Classwide Interdependent Group-Oriented Contingencies
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Pappas, Danielle N.; Skinner, Christopher H.; Skinner, Amy L. – Psychology in the Schools, 2010
An across-groups (classrooms), multiple-baseline design was used to investigate the effects of an interdependent group-oriented contingency on the Accelerated Reader (AR) performance of fourth-grade students. A total of 32 students in three classes participated. Before the study began, an independent group-oriented reward program was being applied…
Descriptors: Tests, Ability Grouping, Group Activities, Reading Programs
Improving the Academic Success of Disadvantaged Children: An Examination of Success for All.
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Ross, Steven M.; Smith, Lana J.; Madden, Nancy A.; Slavin, Robert E. – Psychology in the Schools, 1997
Describes a comprehensive program developed on the basis that children can succeed academically when given appropriate resources and support early in life. Describes the philosophy and major elements of the program and reviews major findings from cross-site and longitudinal evaluations. Highlights recent research on factors regarding program…
Descriptors: Academic Achievement, Children, Disadvantaged Youth, Early Childhood Education