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Direct linkSaleem, Farzana T.; Howard, Tyrone C.; Langley, Audra K. – Psychology in the Schools, 2022
Youth of color are disproportionately impacted by stressful and traumatic life events, including race-based experiences, which are linked to negative consequences. School is a salient context where youth encounter, witness, and process racial stress and trauma (RST). However, RST is often overlooked within general school-based trauma models. Thus,…
Descriptors: Stress Management, Minority Group Students, Trauma, Schools
Miller, Alec L.; Gerardi, Nora; Mazza, James J.; Dexter-Mazza, Elizabeth; Graling, Kelly; Rathus, Jill H. – Psychology in the Schools, 2023
This manuscript provides a detailed examination of comprehensive school-based dialectical behavior therapy (CSB-DBT) as a critical component to the DBT services continuum provided in schools. Because suicide is the second leading cause of death among adolescents along with increased prevalence of self-harming behavior, schools often find…
Descriptors: Behavior Modification, Mental Health Programs, Suicide, Self Destructive Behavior
Muldrew, Alexandria C.; Miller, Faith G. – Psychology in the Schools, 2021
Tier 1 implementation of Positive Behavioral Interventions and Supports (PBIS) focuses on developing, teaching, and reinforcing school-wide behavioral expectations. Yet, it is unclear whether expectations align with the cultural experiences of students from diverse backgrounds. The Personal Matrix Activity (PMA) provides students with an…
Descriptors: Program Implementation, Positive Behavior Supports, Student Diversity, Cultural Background
Wang, Jiayi; Begeny, John C.; Durling, Jesslyn M.; Newson, Natasha K. – Psychology in the Schools, 2023
Intervention fidelity is crucial in ensuring efficient and quality support for students in need. Some coaching strategies have evidenced positive impacts on intervention fidelity and virtual coaching has been emerging in recent years, especially during the COVID-19 pandemic. However, current literature is still limited in examining the effects of…
Descriptors: Coaching (Performance), Computer Mediated Communication, Intervention, Fidelity
Strait, Gerald G.; Turner, Jenna; Stinson, Diana; Harrison, Samanthia; Bagheri, Rojan; Perez, Tanya; Smith, Bradley H.; Gonzalez, Jorge; Anderson, Jacqueline R.; Simpson, Jill; McQuillin, Sam D. – Psychology in the Schools, 2020
Many schools use paraprofessionals to implement and monitor interventions. Though paraprofessionals are cost-effective, many questions remain about the training and skills they need to implement a wide array of school-based interventions. In this study, we compare paraprofessionals' (i.e., undergraduates) implementation of the Group-Academic…
Descriptors: Mentors, Paraprofessional Personnel, Intervention, Cost Effectiveness
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
Green, Jennifer H.; Passarelli, Rebecca E.; Smith-Millman, Mills K.; Wagers, Keshia; Kalomiris, Anne E.; Scott, Madeline N. – Psychology in the Schools, 2019
Clinicians and training programs strive to implement evidence-based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence-based social-emotional learning small group curriculum, the Incredible Years…
Descriptors: Socialization, Social Development, Emotional Development, Evidence Based Practice
