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Psychometric Properties of the Persian Version of the Participant Role Scales in Bullying School School Ment. Health (IF 3.325) Pub Date : 2024-03-24 Hossein Souri, Kourosh Amraei, Mohammad Bagher Koopai
Bullying is a form of school violence that has recently received the attention of school psychologists. One of these problems that exists in almost all schools is the phenomenon of school bullying. The aim of this study is to examine the psychometric reliability and validity of the Participant Role Scale in bullying in Persian and compare the psychometric properties of 3- and 4-factorial models for
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Bias-Based Harassment Among US Adolescents School Ment. Health (IF 3.325) Pub Date : 2024-03-19 Jennifer Greif Green, Manuel Ramirez, Gabriel J. Merrin, Melissa K. Holt
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Pilot Evaluation of the POWER Program: Positive Outcomes with Emotion Regulation School Ment. Health (IF 3.325) Pub Date : 2024-03-18 Brittany Zakszeski, Michelle Cain, Katie Eklund, Lissy Heurich, Reagan Friedman, Ashleigh Ward, Jingwen Zhou
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What is Essential in School Social Work Practice School Ment. Health (IF 3.325) Pub Date : 2024-03-08 Robert Lucio, Emily Shayman, Brandon D. Mitchell, Emilie Souhrada
As the need for school social work (SSW) practitioners increases, more research may be useful to understand how roles and practices are shaped and how this differs from their perceptions of essential practice. To understand the roles and functions of SSW, a survey of nine critical components was developed through an evaluation of national association’s standards that offer guidance for SSW practice
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A Survey of Educator’s Mental Health Literacy in Nova Scotia, Canada: Identifying Patterns by Training and Experience School Ment. Health (IF 3.325) Pub Date : 2024-03-08 Damian Page, Chris Gilham, Taylor G. Hill
The purpose of this provincial cross-sectional survey (N = 254) was to explore the mental health literacy (MHL) of educators, and particularly, if training and experience explains differences in MHL. There were meaningful differences based on MHL training and between educators of different division levels. Those who completed graduate degrees or took Learn or Teach MHL training modules clearly had
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School Absenteeism and Child Mental Health: A Mixed-Methods Study of Internalizing and Externalizing Symptoms School Ment. Health (IF 3.325) Pub Date : 2024-03-08
Abstract School absenteeism among children and adolescents has been associated with a myriad of adverse outcomes. Despite a substantial amount of research on school attendance, our understanding of absenteeism in elementary-aged children with mental health difficulties is limited. The current study used a mixed-method sequential explanatory design to gain a better understanding of the links between
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Universal Primary School Interventions to Improve Child Social–Emotional and Mental Health Outcomes: A Systematic Review of Economic Evaluations School Ment. Health (IF 3.325) Pub Date : 2024-03-07 Gerard Joseph Abou Jaoude, Rolando Leiva-Granados, Rose Mcgranahan, Patrick Callaghan, Hassan Haghparast-Bidgoli, Liz Basson, Liesel Ebersöhn, Qing Gu, Jolene Skordis
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Centering School Leaders’ Expertise: Usability Evaluation of a Leadership-Focused Implementation Strategy to Support Tier 1 Programs in Schools School Ment. Health (IF 3.325) Pub Date : 2024-03-07
Abstract Although there are a growing number of implementation strategies to increase the adoption, fidelity, and sustainment of evidence-based practices (EBP), they are often complex and bulky, which can interfere with their widespread application. To address these challenges, the Helping Educational Leaders Mobilize Evidence (HELM) strategy was created as an adaptation of the evidence-based Leadership
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A Pilot RCT of a Teacher Delivered School–Home Intervention to Reduce Student Anxiety School Ment. Health (IF 3.325) Pub Date : 2024-02-29 Golda S. Ginsburg, Jeffrey E. Pella, Grace Chan
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Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community–University Partnership Approach School Ment. Health (IF 3.325) Pub Date : 2024-02-25 R. R. Ouellette, M. J. Strambler, M. A. Genovese, S. Selino, L. Joyner, S. Sevin, E. Granzow, E. H. Connors
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A Qualitative Examination of School Principals’ Self-Perceived Role in School Mental Health Service Implementation School Ment. Health (IF 3.325) Pub Date : 2024-02-22 Heather E. Ormiston, Malena A. Nygaard, Kane Carlock
Research has consistently demonstrated the benefits of school mental health (SMH) services on the well-being of students. Administrators play an important role in the implementation and sustainability of SMH services within a school. However, school principals’ perspectives regarding their role in SMH implementation are underrepresented in research examining the implementation of SMH services. The
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Assessing School Refusal: Arabic Adaptation and Psychometric Properties of the School Refusal Evaluation (SCREEN) from Adolescents in Algeria School Ment. Health (IF 3.325) Pub Date : 2024-02-21 Nedjem Eddine Boudouda, Malika Elafri, Amira Hamel, Fadila Nabti, Kamel Gana
In this article, we present an Arabic adaptation and validation of the School Refusal Evaluation (SCREEN). This measure aims to understanding the strong negative emotions and anxiety of the adolescent toward school. For this purpose, two studies (i.e., validation and cross-validation) with a student sample in middle schools (age range 12–16) using two independent community samples (N = 658; N = 485)
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Coping Power-Rural: Iterative Adaptation of an Evidence-Based Preventive Intervention for Rural Upper Elementary and Middle Schools School Ment. Health (IF 3.325) Pub Date : 2024-02-17 Amanda J. Nguyen, Jacqueline Hersh, Lydia Beahm, Lora Henderson Smith, Courtney Newman, Katelyn Birchfield, Kurt Michael, Catherine P. Bradshaw
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Factors Shaping a Proactive Plan of Care for Student Mental Health School Ment. Health (IF 3.325) Pub Date : 2024-02-15 Malena A. Nygaard, Tyler L. Renshaw, Heather E. Ormiston, Austin Matthews
As students present to school with mental health needs, the role of schools has evolved to include the provision of school-based mental health services delivered across a continuum or multitiered system of supports. Within this framework of services, students can receive intensive mental health services at the Tier 3 level. School-based mental health systems must consider best practices in related
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Inventory of School Supports-Youth Report (ISS-YR): Development and Validation with Military-Connected Students School Ment. Health (IF 3.325) Pub Date : 2024-02-10 Jake C. Steggerda, Timothy A. Cavell, Alison L. Drew, Juliann H. Nicholson, Carla Herrera, Debby Gaffney, Amy M. Smith Slep, Renée Spencer
This study describes the development of a 12-item inventory of school supports for military-connected (MC) children. Participants were 444 students (grades 3 or 5) with an active-duty military parent (48% female; 57.3% White, 10.7% Black, 6.2% Native American, 5% Asian, 3.3% Pacific Islander, 17.5% bi/multiracial; 19% Latinx). Youth completed the Inventory of School Supports-Youth Report (ISS-YR) and
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Exposure to Neighborhood Violence and Suicidal Thoughts and Behaviors Among Adolescents in the USA: Findings from a Population-Based Study School Ment. Health (IF 3.325) Pub Date : 2024-02-10 Philip Baiden, Catherine A. LaBrenz, Danielle R. Harrell, Bethany M. Wood, Edinam C. Gobodzo, John F. Baiden, Vera E. Mets, Aaron Hagedorn, Savarra K. Howry
Suicide has been identified as the second leading cause of death among adolescents in the USA. Although neighborhood violence has also been identified as a major public health issue, few studies have examined the association between exposure to neighborhood violence and suicidal behaviors among adolescents using a large nationally representative sample. Guided by the Interpersonal Theory of Suicide
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Core Symptoms of Teachers' Compassion Fatigue and Their Characteristics at Different Career Stages School Ment. Health (IF 3.325) Pub Date : 2024-02-06 Weilong Xiao, Binghai Sun, Xiajun Yu, Danni Xue, Hui Zhou
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Investigating the Effects of Motivational Interviewing Compared to Action Planning in Support of the Emotional and Academic Success of Ninth Grade Students in Advanced Placement Classes School Ment. Health (IF 3.325) Pub Date : 2024-01-19
Abstract High school students in accelerated curricula tend to report higher level of perceived stress compared to general education students, but often receive limited school support (Conger et al., 2021). This study explored student experiences of a targeted intervention using Motivational Interviewing (Motivation, Assessment, and Planning; MAP) compared to an Action Planning (AP) intervention through
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Adolescent School Belonging and Mental Health Outcomes in Young Adulthood: Findings from a Multi-wave Prospective Cohort Study School Ment. Health (IF 3.325) Pub Date : 2024-01-16 Kelly-Ann Allen, Christopher J. Greenwood, Emily Berger, Lefteris Patlamazoglou, Andrea Reupert, Gerald Wurf, Fiona May, Meredith O’Connor, Ann Sanson, Craig A. Olsson, Primrose Letcher
School belonging, sometimes referred to as school belonging or school connectedness, involves dimensions like positive affect towards school, relationships with teachers, and feeling socially valued. Previous research points to immediate benefits for students’ mental health and wellbeing; however, evidence on the potential long-term benefits of school belonging for mental health—once young people leave
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Facilitators and Barriers of Implementation of Evidence-Based Parenting Support in Educational Settings School Ment. Health (IF 3.325) Pub Date : 2024-01-11
Abstract Improving child behavior and promoting family well-being is a key objective of evidence-based parenting programs, such as the Triple P–Positive Parenting Program. To achieve this goal, parenting programs are delivered using a multidisciplinary workforce. Previous researchers have collectively examined the entire workforce of parenting practitioners to determine the factors that influence program
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Mental Health Help-Seeking Patterns Among Early Adolescents Across Indicators of Adversity School Ment. Health (IF 3.325) Pub Date : 2024-01-11 Melissa J. DuPont-Reyes, Jared Datzman, Alice P. Villatoro, Jo C. Phelan, Bruce G. Link
To help guide school mental health policy and practice, we evaluated patterns of mental health help-seeking across lifetime adversity among sixth-grade adolescents. An ethnically/socioeconomically diverse sample of sixth-graders (N = 751) self-completed assessments of help-seeking and indicators of lifetime adversities: violence victimization, poverty, parent loss/divorce, mental illness/substance
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Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors School Ment. Health (IF 3.325) Pub Date : 2024-01-02 Nicole B. Doyle, Jason T. Downer, Sara E. Rimm-Kaufman
Today’s teachers face intense stress (Robinson et al. in School Mental Health 15(1):78–89, 2023), which means they often need to regulate strong emotions, like frustration and anxiety, in the classroom. Given the importance of this skill for classroom life, it is essential that we gain a more nuanced understanding of teachers’ emotion regulation (ER). The teacher ER literature is growing, and we aim
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Associations of Adolescent Mental Health First Aid Intentions and Help-Giving Behaviours: A School-Based Longitudinal Study School Ment. Health (IF 3.325) Pub Date : 2023-12-20 Shurong Lu, Laura M. Hart, Anthony F. Jorm, Karen Gregg, Amy J. Morgan
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School-Based Screening of Social Determinants of Health: A Scoping Review School Ment. Health (IF 3.325) Pub Date : 2023-12-12 Jessica B. Koslouski, Sandra M. Chafouleas, Amy M. Briesch, Jacqueline M. Caemmerer, Hannah Y. Perry, Julia Oas, Scarlett S. Xiong, Natalie R. Charamut
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The Core Curricular Content of School-Based Mindfulness Programs School Ment. Health (IF 3.325) Pub Date : 2023-12-11 Deborah L. Schussler, Sebrina L. Doyle Fosco, Kimberly Kohler
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Youth Mental Health Crisis Response: A Multiple Methods Study to Map Resources and Identify Facilitators and Barriers to Service Access School Ment. Health (IF 3.325) Pub Date : 2023-12-04 Astraea Augsberger, Margaret Carroll, Riana C. Howard, Gloria Ng, Thomas Maldonado-Reis, Andria Amador, Melissa S. Morabito, Jennifer Greif Green
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A Pilot Study Exploring the Feasibility and Acceptability of Digitally Mediated Team Communication in Primary Schools School Ment. Health (IF 3.325) Pub Date : 2023-11-23 Lauren Stephanie Jones, Ailsa Russell, Mark Brosnan
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Moderating Role of Individual and Familial Characteristics in the Improvement of Organizational Skills Following ADHD Youths’ Participation in the TRANSITION Project School Ment. Health (IF 3.325) Pub Date : 2023-11-15 Julie Girard-Lapointe, Sylvie Normandeau, Lily Hechtman
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Testing a Dual Continuum Model of Belonging and Loneliness in Schools: Predicting Social–Emotional Health Among Korean Children School Ment. Health (IF 3.325) Pub Date : 2023-10-28 Eui Kyung Kim, Danbi Choe
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A Latent Class Analysis of Mental Health Symptoms in Primary School Children: Exploring Associations with School Attendance Problems School Ment. Health (IF 3.325) Pub Date : 2023-10-26 Jane Sharpe, Brendan Bunting, Caroline Heary
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A Comparison of Self-Report Measures to Screen for Mental Health Concerns in Youth School Ment. Health (IF 3.325) Pub Date : 2023-10-25 Jacob L. DeBoer, Anna C. J. Long
Universal screening continues to be a missed opportunity for addressing mental health in schools. The current study compared three separate self-report screening tools: the Behavior Assessment System for Children-Third Edition: Behavioral and Emotional Screening System (BASC-3 BESS), Youth Internalizing and Externalizing Problems Screener (YIEPS), and Strengths and Difficulties Questionnaire Self-Report
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Patterns in School-Based Mental Health Visits and Psychotropic Medication Prescribing Before and During the COVID-19 Pandemic School Ment. Health (IF 3.325) Pub Date : 2023-10-25 Halei Benefield, Amie Bettencourt, Melissa Lee, Carol Vidal
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Measuring School Staff Confidence and Worries to Deliver Mental Health Content: An Examination of the Psychometric Properties of Two Measures in a Sample of Secondary School Staff School Ment. Health (IF 3.325) Pub Date : 2023-10-25 Maeve Dwan-O’Reilly, Laura Walsh, Ailbhe Booth, Caroline Heary, Eilis Hennessy
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The Kids aren’t Alright: A Brief Positive Psychological Intervention During the COVID-19 Pandemic in a Spanish Sample of Adolescents School Ment. Health (IF 3.325) Pub Date : 2023-10-13 Anna Muro, Clàudia Tejada-Gallardo, Júlia Illa, Montserrat Gomà-i-Freixanet, Jorge L. Méndez-Ulrich, Karin Chellew, Antoni Sanz, Ramon Cladellas
Previous studies have reported that adolescents were at higher risk for mental health disorders during and after the COVID-19 pandemic due to the characteristics of their developmental period and to the impact of social and mobility restrictions on their daily routines. In response to these reports, we designed, implemented, and evaluated the impact of a brief positive psychological intervention in
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The Multivariate Associations Among Bullying Experiences, Executive Function, and Psychological Disturbance School Ment. Health (IF 3.325) Pub Date : 2023-10-07 Tomoko Kishimoto, Xiaoning Ji, Xinfang Ding
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A Community-Partnered Qualitative Study on Multiple Stakeholder Perspectives: The COVID-19 Pandemic’s Perceived Impact on Black and Latinx Youth Mental Health and Community-Driven School Policy Recommendations School Ment. Health (IF 3.325) Pub Date : 2023-10-05 Blanche Wright, Alane Celeste-Villalvir, DaiJa Moorehead, Charlie Johnson, Katherine Luna Mendoza, Melvin Bowers, Bonnie T. Zima
The COVID-19 pandemic has adversely impacted the well-being of K-12 students, positioning youth mental health as a public health priority. School closures and remote learning are identified as key factors worsening child and adolescent mental well-being. However, research is sparse about the pandemic’s impact on the mental health of Black and Latinx youth, who have already been at increased risk of
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Longitudinal Evaluation of School Climate in Predicting Mood and Academic Functioning in Adolescence: The Role of Academic Motivation School Ment. Health (IF 3.325) Pub Date : 2023-10-02 Cathrin D. Green, Keely Thornton, Joseph W. Fredrick, Kelsey K. Wiggs, Zoe R. Smith, Joshua M. Langberg, Stephen P. Becker
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Characteristics of Victimization Dynamics as Predictors of Internalizing and Externalizing Symptoms in Adolescents: A Latent Class Analysis School Ment. Health (IF 3.325) Pub Date : 2023-09-30 Sheri Bauman, Zhenqiang Zhao, Russell Toomey, Liam Hackett
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Interventions to Reduce Racial Bias and Prejudice in Preschool Children: A Systematic Review of the Literature Since 2010 School Ment. Health (IF 3.325) Pub Date : 2023-09-26 Ortal Slobodin, Tala Noufi, Yael Caspi
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“We're Teachers Right, We're Not Social Workers?” Teacher Perspectives on Student Mental Health in a Tribal School School Ment. Health (IF 3.325) Pub Date : 2023-09-25 Lora Henderson Smith, Meredith P. Franco, Jessika H. Bottiani
Increasingly, students are grappling with threats to their mental wellbeing, yet teachers receive little formal education or professional development in mental health literacy and how to support students who experience mental health concerns or trauma. Given mental health disparities that exist for American Indian/Alaska Native students (AI/AN), it is of particular importance for teachers to understand
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Turn 2 Us: Supporting Mental Health Literacy of School Personnel in Majority Latinx, Urban Elementary Schools School Ment. Health (IF 3.325) Pub Date : 2023-08-29 Evelyn Montañez, Morgan A. Finkel, Julie Flanagan, Chelsea Haley, Zoe Verzani, Evelyn Berger-Jenkins
School-age children frequently present with mental health (MH) problems in school, affecting their academic experience and outcomes. However, school staff report difficulty in identifying and managing such problems. We aimed to determine whether a mental health literacy (MHL) intervention was effective at improving MHL for staff in an urban, predominately Latinx elementary school. A pre/post quasi-experimental
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Student Demographics as Predictors of Risk Placements via Universal Behavioral Screening School Ment. Health (IF 3.325) Pub Date : 2023-08-18 Heather E. Ormiston, Tyler L. Renshaw
Universal screening for social, emotional, and behavioral risk is an important method for identifying students in need of additional or targeted support (Eklund and Dowdy in School Mental Health 6:40–49, 2014). Research is needed to explore how potential bias may be implicated in universal screening. We investigated student demographics as predictors of being placed at risk via a teacher-report measure:
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Navigators and Negotiators: An Ecologically Informed Qualitative Study of Providers’ Perspectives on Their Roles in School-Based Mental Health Services School Ment. Health (IF 3.325) Pub Date : 2023-08-16 Davielle Lakind, Kimberly D. Becker, Wendy Chu, Meredith R. Boyd, Bruce F. Chorpita
School-based mental health services (SMHS) offer a unique opportunity to embed support within a key developmental context, yet little research has examined SMHS providers’ fit within schools’ complex ecologies. Using a social-ecological framework, this qualitative study draws on focus groups with 67 SMHS providers from two large mental health systems to examine how school setting characteristics and
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Teachers’ Willingness to Seek Help for Violence: The Mediating Effect of School Climate School Ment. Health (IF 3.325) Pub Date : 2023-08-13 Tamar Tarablus, Yaacov B. Yablon
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Exploring the Relationship Between Parent Mental Health and Children’s Academic Coping School Ment. Health (IF 3.325) Pub Date : 2023-08-08 Aria E. Fiat, Andrew J. Thayer, Faith G. Miller, Eric L. Thibodeau, Clayton R. Cook
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School Principals’ Perceived Barriers and Facilitators to the Normalization of School-Based Mental Health Services: A Multimethod Investigation School Ment. Health (IF 3.325) Pub Date : 2023-07-27 Kane Carlock, Malena A. Nygaard, Heather E. Ormiston
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Perception of Friendship Quality and Mental Health: School Goal Structures as Moderators School Ment. Health (IF 3.325) Pub Date : 2023-07-25 Loredana R. Diaconu-Gherasim, Elena Gabriela Nicuță, Irina Crumpei-Tanasă, Cristian Opariuc-Dan
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Project SOLVE: Randomized, School-Based Trial of a Single-Session Digital Problem-Solving Intervention for Adolescent Internalizing Symptoms During the Coronavirus Era School Ment. Health (IF 3.325) Pub Date : 2023-07-26 Olivia M. Fitzpatrick, Jessica L. Schleider, Patrick Mair, Amani Carson, Ayesha Harisinghani, John R. Weisz
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Student-Identified Practices for Improving Belonging in Australian Secondary Schools: Moving Beyond COVID-19 School Ment. Health (IF 3.325) Pub Date : 2023-07-25 Kelly-Ann Allen, Emily Berger, Andrea Reupert, Christine Grove, Fiona May, Lefteris Patlamazoglou, Nick Gamble, Gerald Wurf, William Warton
Despite a strong body of evidence demonstrating the importance of school belonging across multiple measures of wellbeing and academic outcomes, many students still do not feel a sense of belonging to their school. Moreover, school closures caused by COVID-19 lockdowns have exacerbated challenges for developing a student’s sense of school belonging. The current study used closed- and open-ended survey
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PurposeFull People SEL and Character Education Program: A Cluster Randomized Trial in Schools Implementing Tier 1 PBIS with Fidelity School Ment. Health (IF 3.325) Pub Date : 2023-07-23 Yanchen Zhang, Clayton R. Cook, Brian Smith
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Forms of Peer Victimization and Their Association to the Functions of Aggression Among Preschoolers School Ment. Health (IF 3.325) Pub Date : 2023-07-22 Kathleen I. Díaz, Paula J. Fite
There is limited research examining peer victimization (PV) experiences in early childhood, particularly during the transition from preschool to kindergarten. Given the gaps in the PV literature among this young population and the need for earlier PV prevention and intervention efforts, the current study advances the literature by examining: (1) the stability of the traditional forms of PV (i.e., physical
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Burnout Among School Staff: A Longitudinal Analysis of Leadership, Connectedness, and Psychological Safety School Ment. Health (IF 3.325) Pub Date : 2023-07-19 Christopher M. Fleming, Hannah G. Calvert, Lindsey Turner
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Non-Positive Experiences Encountered by Pupils During Participation in a Mindfulness-Informed School-Based Intervention School Ment. Health (IF 3.325) Pub Date : 2023-07-02 E.J. Miller, C. Crane, E. Medlicott, J. Robson, L. Taylor
Mindfulness-informed school-based mental health curricula show much promise in cultivating a positive school climate which supports the well-being and mental health of pupils and staff. However, non-positive pupil outcomes and experiences of school-based mental health interventions are often under-recognised and under-reported. This study sought to capture non-positive pupil experiences of a popular
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Building School-Based Capacity to Support Parenting: Challenges and Lessons Learned School Ment. Health (IF 3.325) Pub Date : 2023-06-25 Susan M. Mason, Allison Lind, Nancy E. Sherwood, Erin P. Sugrue
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Variables Associated with Medication Use Among High School Students with Emotional and Behavioral Problems School Ment. Health (IF 3.325) Pub Date : 2023-06-14 Irem Bilgili-Karabacak, Stephanie L. Hand, Elise Settanni, Kyleigh P. Ivory, Rui Chen, Lee Kern, Steven W. Evans, Erin K. Aregood, Bridget V. Dever
Students with emotional and behavioral problems have poor academic and behavioral outcomes, both short- and long-term. Psychotropic medications are commonly used as an intervention with this population and their use has increased significantly. This study investigated adolescent and family variables associated with medication use among high school students with elevated emotional and behavioral problems
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Developing a Multi-Tiered System of Support-Based Plan for Bullying Prevention Among Students with Disabilities: Perspectives from General and Special Education Teachers During Professional Development School Ment. Health (IF 3.325) Pub Date : 2023-06-11 Luz E. Robinson, Graceson Clements, Anne Drescher, America El Sheikh, Tracey Kenyon Milarsky, Rachel Hanebutt, Katherine Graves, Alberto Valido Delgado, Dorothy L. Espelage, Chad A. Rose
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Patterns of Distinct Forms of Peer and Dating Aggression Perpetration in Adolescence School Ment. Health (IF 3.325) Pub Date : 2023-06-06 Jasmine N. Coleman, Theresa Nguyen, Tracy E. Waasdorp, Damion D. Whittington, Krista R. Mehari
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Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress School Ment. Health (IF 3.325) Pub Date : 2023-05-17 Madeline R. DeShazer, Julie S. Owens, Lina K. Himawan
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Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000–June 2022 School Ment. Health (IF 3.325) Pub Date : 2023-05-16 Xiao Ding, Estilla Lightfoot, Ruth Berkowitz, Samantha Guz, Cynthia Franklin, Diana M. DiNitto
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Lessons Learned from Implementing Sources of Strength: A Qualitative Examination of a Peer-Led Suicide Prevention Program School Ment. Health (IF 3.325) Pub Date : 2023-05-17 Tatiana Aguilar, Dorothy L. Espelage, Alberto Valido, Ashley B. Woolweaver, Anne Drescher, Victoria Plyler, Maddie Rose Rader, Jin Bai, Peter A. Wyman, Tomei Kuehl, Sasha Mintz, Scott LoMurray
Schools are ideal locations for youth to receive mental health and social-emotional programming. Despite the well-established need for school-based mental health programs, many schools do not offer these programs, and those that do often face implementation challenges that hinder the effectiveness of the programs. Peer-led programs may be an effective way to implement school-based mental health prevention