Examining the role of school psychologists as providers of mental and behavioral health services

The school setting represents the most common setting by which youth receive mental and behavioral health (MBH) services (Farmer et al., 2003, Psychiatr Serv, 54, 60–66). Nevertheless, many school psychologists are not providing MBH services despite the high prevalence of need. Additional research is needed to understand factors leading to these deficits, as well as potential solutions to ameliorate these concerns. The current study surveyed 341 school psychologists across seven states and found current ratios are one school psychologist for every 1,500–2,000 students. Study results suggest school psychologists are providing a half to full day of universal, prevention-oriented MBH services each week whereas more targeted, direct services (e.g., individual or small group counseling) are offered 1–4 hr each week. The school psychologist-to-student ratios also demonstrated a statistically significant and inverse association with the provision of targeted MBH services, with higher ratios resulting in fewer MBH services. Respondents provided potential solutions for how to expand the delivery of MBH services within schools, including increased awareness and support among school and district administrators, as well as access to training and professional development related to MBH services.     

Psychometric defensibility of the Intervention Selection Profile‐Social Skills (ISP‐SS) with students at risk for behavioral concerns

The purpose of the current study was to examine the validity and diagnostic accuracy of the Intervention Selection Profile—Social Skills (ISP‐SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified through universal screening as at risk for behavioral concerns. Teacher participants ( n = 71) rated each of these students using both the ISP‐SS and the Social Skills Improvement System—Rating Scales (SSiS‐RS), with the latter measure serving as the criterion within validity and diagnostic accuracy analyses. Confirmatory factor analysis supported ISP‐SS structural validity, indicating ISP‐SS items broadly conformed to a single “Social Skills” factor. Follow‐up analyses suggested ISP‐SS broad scale scores demonstrated adequate internal consistency reliability, with hierarchical omega coefficient equal to 0.86. Correlational analyses supported the concurrent validity of ISP‐SS items, finding each ISP‐SS item to be moderately or highly related to its corresponding SSiS‐RS subscale. Finally, analyses indicated three of the seven ISP‐SS items that demonstrated sufficient diagnostic accuracy; however, findings suggest additional revisions are needed if the ISP‐SS is to be appropriate for use in schools. Implications for practice and future research are discussed.     

It takes a village: Managing conflict in the K-12 classroom

This project examines the classroom conflict management challenges K–12 teachers experience. The U.S. Department of Education released a January 2014 bulletin outlining their classroom conflict management position, providing teachers recommendations without providing tools and conflict management knowledge to effectively implement the recommended programs. Understanding the nature and components of conflict better enables conflict managers (i.e., teachers) to effectively manage and resolve conflict. Understanding the challenges teachers face when managing conflict enables practitioners to create practical recommendations for conflict resolution education. This project analyzed data from four focus groups of K–12 teachers (n = 21) from the northern Midwest. Teachers identified structural challenges (i.e., lack of parental or administrative support) to managing conflict. Findings indicate that comprehensive conflict management training and productive communication between all levels of the system are necessary to effectively manage conflict in the classroom.     

Anonymity and Interaction in an Online Breast Cancer Social Support Group

Despite the benefits of using online social support groups, prior research does not provide a solid understanding of the online factors related to an individual’s supportive interaction. Accordingly, this study aims to explore how various aspects of anonymity predict different levels of social support engagement. The current study uncovers that visually identifiable group members are more likely to get supportive responses than are visually anonymous members. Also, when support group members are visually and discursively identifiable, they are more likely to get supportive messages than those who are visually and discursively anonymous. Additionally, the more identifiable support group members are, the more they receive positive messages. Practical implications for the role of social support group members’ anonymity/identifiability on the overall social support process are presented.     

Sustainability in open access publishing: The ecancer case study

• Innovative business models to complement or replace traditional models of funding academic publishing are currently proliferating.
• Not relying solely on one source of funding is a key factor in sustainability.
• Pay what you can afford (PWYCA) is a new model for article processing charges (APCs) providing both a revenue stream and an opportunity to raise awareness of the cost of publishing amongst authors.
• Treating a journal as part of an overall enterprise rather than as a stand‐alone business contributes significantly to its sustainability.

     

The application of transformational leadership theory to parenting: questionnaire development and implications for adolescent self-regulatory efficacy and life satisfaction

We draw upon transformational leadership theory to develop an instrument to measure transformational parenting for use with adolescents. First, potential items were generated that were developmentally appropriate and evidence for content validity was provided through the use of focus groups with parents and adolescents. We subsequently provide evidence for several aspects of construct validity of measures derived from the Transformational Parenting Questionnaire (TPQ). Data were collected from 857 adolescents (M(age) = 14.70 years), who rated the behaviors of their mothers and fathers. The results provided support for a second-order measurement model of transformational parenting. In addition, positive relationships between mothers' and fathers' transformational parenting behaviors, adolescents' self-regulatory efficacy for physical activity and healthy eating, and life satisfaction were found. The results of this research support the application of transformational leadership theory to parenting behaviors, as well as the construct validity of measures derived from the TPQ.     

A Good Death – Can the Concept Be Applied to Anatomy?

The importance of patient-centered decisions is embedded throughout clinical practice. The principle that the patient is at the center of all decisions has helped form the contemporary approach to death and dying. The concept of a “good death” will naturally mean different things to different individuals, but is based on the foundation of being pain free, comfortable, and able to make informed decisions. Potential donors are faced with many personal, ethical, and often spiritual considerations when they come to think about their wishes after death. One consideration is that of a “good death.” This article explores how the concept of a “good death” may be applied to anatomy. Where first-person consent is in place, the motivating factors frequently include the wish for others to learn from the donation, and this notion may form part of the “good death” for the donor. Such motivations may impact positively on how students feel about dissecting and may provide comfort, assuaging feelings of discomfort, and allowing students to focus on anatomical learning. For donors where second-person consent is in place, the concept of a “good death” must depend on whether the individual wanted to donate their body in the first instance. The notion of a “bad death” may also be considered with body donation where no consent for donation is in place. This article proposes that there is ultimately a place for the concept that a “good death” may involve an individual donating their body to medical education.     

Choice? Factors That Influence Women’s Decision Making for Childbirth

This article reports the findings from a mixed-methods study on factors that influence women’s decisions about birth, with the view that women’s decision making about birth can affect the use of cesarean surgery. Data was collected from focus groups and structured postpartum interviews and was analyzed using the Consensual Qualitative Research method. The findings relate specifically to the factors reported as influential in making decisions about birth including how the women categorized, prioritized, and/or favored certain types of knowledge about modes of birth. Four major information categories were identified but only stories about birth and/or attending a birth appeared to have a lasting effect on birth choices. These findings have implications for prenatal and perinatal education and nursing practice.