Universal, school-based transdiagnostic interventions to promote mental health and emotional wellbeing: a systematic review

Wang, Peng; Wang, Zhaoqi; Qiu, Shuiwei

doi:10.1186/s13034-024-00735-x

Cited by 3 publications

References 85 publications

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The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis

Wang,

Ganushchak,

Welie

et al. 2024

Educ Psychol Rev

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In current research, emotions in language use situations are often examined only at their starting and ending points, akin to observing the beginning and end of a wave, while neglecting their complex fluctuations in between. To fully comprehend the dynamics of emotions in language use situations, it is essential to delve into their intricate unfolding throughout their progression. This is particularly critical in the context of Second Language Acquisition (SLA), where emotional dynamics can significantly influence learning outcomes and proficiency. Drawing on existing empirical research and theories, we propose a novel interpretation rooted in complex dynamic systems theory (CDST) to elucidate the dynamic nature of emotions in language use situations. Furthermore, we suggest methodologies for capturing the complete dynamics of emotional and language behaviours, including an analysis of their dynamic interrelationships. By embracing a dynamic perspective, we can advance our understanding of interplay between emotions and language behaviours from epistemological theory to methodology and analysis, paving the way for future research in this field.

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The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis

Wang,

Ganushchak,

Welie

et al. 2024

Educ Psychol Rev

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Testing an Organizational Implementation Process Model Related to Teachers’ Implementation-Related Attitudes and Behaviors: a Multilevel Mediation Analysis

Corbin,

Zhang,

Ehrhart

et al. 2024

Prev Sci

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“Going Above and Beyond” in the Education Sector: Extension and Validation of the School Implementation Citizenship Behavior Scale (SICBS)

Corbin,

Ehrhart,

Brown

et al. 2024

Preprint

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Background: Employee behaviors that strategically support implementation (i.e., implementation citizenship behavior) are hypothesized to promote the successful adoption and high-fidelity use of evidence-based practices (EBPs). Implementation citizenship behaviors may vary across contexts, including schools where children and youth are most likely to access and receive mental and behavioral health services. Extension and validation of pragmatic measures are needed to advance nascent research on—and ultimately inform how to leverage best—school-based implementation citizenship behavior. The current study expanded the Implementation Citizenship Behavior Scale (ICBS) to create and validate the School Implementation Citizenship Behavior Scale (SICBS) in a sample of elementary school personnel implementing one of two widely used and evidence-based prevention programs to support children’s mental and behavioral health. Methods: A sample of 441 public school teachers from 52 elementary schools in the Midwest and Western United States of America completed a survey that included the SICBS, expanded to include two new subscales (taking initiative, advocacy), and additional measures to assess convergent and divergent validity. SICBS was refined and validated via (1) examination of item characteristics curves to reduce items and develop a pragmatic instrument, (2) confirmatory factor analyses to evaluate the hypothesized measurement structure, and (3) assessment of convergent and divergent validity. Results: The original two ICBS subscales (helping others, keeping informed) were retained, and two new three-item subscales resulted from item reduction analyses (taking initiative, advocacy). The hypothesized second-order factor model was well fit to the data (CFI = .99, TLI = .99, RMSEA = .11), all first- (λs = .85-.96) and second-order factor loadings (λs = .93-.95) were high. All four SICBS subscales demonstrated acceptable reliability (αs = .88-.92). Convergent validity was evidenced by moderate correlations with organizational citizenship behavior items (rs = .42-.49). Divergent validity was demonstrated by weak correlations with teachers’ beliefs about teaching (rs = .31-.38) and null correlations with most school demographics. Conclusion: Results support the structural, convergent, and divergent validity of the 12-item, 4-factor SICBS. The SICBS provides a deeper understanding of individual implementer actions that may serve as implementation mechanisms or outcomes.

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Universal, school-based transdiagnostic interventions to promote mental health and emotional wellbeing: a systematic review

Cited by 3 publications

References 85 publications

The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis

The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis

Testing an Organizational Implementation Process Model Related to Teachers’ Implementation-Related Attitudes and Behaviors: a Multilevel Mediation Analysis

“Going Above and Beyond” in the Education Sector: Extension and Validation of the School Implementation Citizenship Behavior Scale (SICBS)

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