School-based mental health services: Creating comprehensive and culturally specific programs.

Nastasi, Bonnie K.; Moore, Rachel Bernstein; Varjas, Kristen

doi:10.1037/10724-000

Cited by 150 publications

(127 citation statements)

References 117 publications

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“…The finding that students are behaviorally engaged regardless of their personal relationships when they are members of classrooms with high-quality interactions suggests that improving the overall classroom may be beneficial for students. Indeed, the combination of universal strategies to improve classroomwide practice and targeted strategies to support individuals' social and academic needs may be the most effective (Cappella, Frazier, Atkins, Schoenwald & Glisson, 2008;Nastasi, Moore & Varjas, 2004). Together, these practices hold promise for alleviating a negative cycle of poor relationships and academic disengagement and setting more students on positive academic trajectories in elementary school.…”

Section: Implications For Practicementioning

confidence: 99%

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.

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Section: Implications For Practicementioning

confidence: 99%

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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“…It seems that teachers who are adequately trained and supported by long-term interdisciplinary teams become more competent. When teachers are adequately trained and coached, they are able to manage their students' discipline problems within the classroom and thus avoid referring them to external settings (Miller 2003;Nastasi, Moore & Varjas 2004;Ysseldyke & Algozzine 2006). In order to enhance the attainment and the social integration of all vulnerable or emotionally and behaviourally disturbed children, the following principles which should be present in the design of interventions have been identified by research:…”

Section: Individualised Learner Interventionsmentioning

confidence: 99%

Handling learner discipline problems: A psycho-social whole school approach

Kourkoutas

Wolhuter

2013

Koers

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Learner discipline is a problem in South African schools. The most serious aspect is addressing learner-discipline problems. Research has shown that teachers are at a loss for effective methods for maintaining discipline. The literature that does exist pertaining to methods of maintaining discipline, invariably enumerates a host of techniques in a 'bag of tricks' fashion: behaviouristic, like treating symptoms, that is, the behavioural manifestation rather than addressing the causes of that behaviour, paying no attention to the psychic dynamics and social context behind poor discipline. This is at variance with the fact that learner-discipline problems have a causal base which reaches far beyond the individual teacher-individual learner interaction. At the levels of the school, family and society, as well as at the level of the spiritual and social functioning of the child and how that might result in discipline problems, and how that should be taken into account when addressing learner discipline problems, a host of literature has been published in recent years. This article surveys this literature, synthesising it in a systematic way that shows a broader and more extensive way of approaching the issue of the problems of addressing learner discipline in South African schools. Although the problem of ill discipline in schools is not limited to or absent from schools that educate on biblical principles, the discussion in the literature occasionally ventures into a brief mention of how the problem could be approached from a holistic and integrated Christian perspective. Statement of problemLearner discipline is a problem in South African schools (Wolhuter & Van Staden 2008). Judging from the international literature, this problem is not limited to South Africa, but is a worldwide phenomenon (Steyn et al. 2003). Research on learner discipline problems in South African schools has revealed that the biggest problem is how to handle them (Wolhuter & Van Staden 2008). Teachers are at a loss as to how to deal with ill discipline. Furthermore, the research that has been done on the handling of learner-discipline problems focuses almost exclusively on the single teacher's methods of maintaining discipline (e.g. Biemond, Van (2008) on the use of organisational culture in schools to create a school environment conducive to disciplined learners. The second problem is that this literature on methods of maintaining discipline cites a host of techniques in a 'bag of tricks' fashion: behaviouristic, like treating symptoms, that is, the bad behaviour, rather than addressing the causes of such Page 1 of 8 Die hantering van leerderdissiplineprobleme: 'n Psigo-sosiale geheelskoolbenadering. Leerderdissipline in Suid-Afrikaanse skole is 'n probleem. Die mees problematiese aspek is die hantering van dié probleme. Navorsing het aangetoon dat onderwysers nie oor doeltreffende metodes om leerderdissipline te handhaaf beskik nie. Literatuur oor dissiplinehandhawingsmetodes wat wel bestaan lys 'n reeks tegnieke, in 'n behaviouristiese p...

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“…Identifying and collaborating with key partners in the school and community is critical to developing programs that are culturally responsive and developmentally appropriate (Nastasi, Moore, & Varjas, 2004). It is not sufficient to collaborate with school professionals only; meaningful and effective health promotion efforts require the formation of partnerships with community members who have a vested interest in the education and development of children in their neighborhoods.…”

mentioning

confidence: 98%

Integration of educational and health services through comprehensive school‐based service delivery: Commentary on special issue

Phelps

Power

2007

Psychology in the Schools

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This special issue of Psychology in the Schools is dedicated to an emerging service model that focuses on prevention, intervention, and wellness within the context of comprehensive programming (i.e., educational and health-related interventions). The emphasis on prevention and health promotion is highly appropriate and much needed. Historically, the field has been driven by a deficit (e.g., the discrepancy model for documentation of a learning disability) or diagnostic approach (e.g., Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) that focused on the clear presence of a disorder. In addition, in its early stages of development (i.e., just a decade ago), pediatric school psychology focused primarily on understanding medical conditions and strategies for managing diseases and disorders. Recently, the field of school psychology, in general, and pediatric school psychology, in particular, has started to embrace a preventive service model.

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School-based mental health services: Creating comprehensive and culturally specific programs.

Cited by 150 publications

References 117 publications

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Handling learner discipline problems: A psycho-social whole school approach

Integration of educational and health services through comprehensive school‐based service delivery: Commentary on special issue

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