Using identical single-item scales, we contrasted the stress and coping responses of principals and teachers. A consistent pattern emerged from the study, mirroring the existing literature on teacher stress and coping: principal coping strategies demonstrated stronger relationships with outcomes – job satisfaction, overall well-being, leadership efficacy, and perceptions of safety – than principal stress levels showed with the same outcomes. From the regression models that considered both stress and coping mechanisms, only principal coping predicted both concurrent and future principal job satisfaction and overall health, along with changes in these factors. School safety perceptions, both concurrent and future, were influenced by coping strategies, although only concurrent perceptions were linked. Stress and coping did not demonstrate a consistent pattern of predicting leadership self-efficacy at the same time or later. The study's final results pointed to principals experiencing stress levels that surpassed the already well-documented high levels of stress reported by teachers. We scrutinize potential research paths and the possible implementations of these methods. From 2023, APA maintains the complete copyright for this PsycINFO database record.

This study examined the role of school-wide practices in preventing bullying, specifically focusing on cross-national comparisons between the United States (n=1833) and China (n=1627). A social-ecological framework guided the analysis of the association between punitive, positive, and social-emotional learning (SEL) practices and bullying rates among middle and high school teachers. The consistency of associations between school-wide practices (in three forms) and bullying was confirmed across the two countries via measurement invariance tests. Multilevel analyses revealed a correlation between more frequent positive practices at the inter-school level and heightened school-wide bullying in the United States, but conversely, reduced school-wide bullying in China. More frequent punitive measures implemented within schools were demonstrably correlated with a rise in bullying throughout the entire school in both the U.S. and Chinese student bodies, with this correlation being more substantial in the Chinese sample. More common punitive measures at the inter-school level in the U.S. study were connected to higher rates of bullying throughout the school. No such correlation was evident in the Chinese sample. Significantly, the frequency of SEL programs within individual schools in the United States was demonstrably connected with a reduction in school-wide bullying, a relationship not seen in China; however, the implementation of SEL programs among schools in the United States was linked to a reduction in school-wide bullying, whereas a similar approach in China was correlated with an increase in school-wide bullying. Hepatitis E Sociocultural considerations, coupled with bullying prevention and intervention strategies, were discussed in relation to school-wide practices. The APA's 2023 rights encompass the entire PsycInfo Database Record.

Schools can proactively address the social-emotional-behavioral (SEB) health and well-being of students by incorporating comprehensive mental health screening programs. Although, some aspects of traditional mental health screening approaches can inadvertently exacerbate structural racism, unintentionally fostering oppression and increasing disparities in SEB. School psychologists and related professionals are guided by a strategically developed approach, which aims to incorporate more socially just mental health screening in schools. The Participatory Culture-Specific Intervention Modeling (PCSIM) framework's four phases—system entry, culture-specific model development, culture-specific program development, and program continuation or extension—underpin our guidelines. We suggest a method of conceptualizing mental health screenings within the PCSIM framework that produces more socially equitable practices by (a) diminishing the influence of professionals, (b) providing clear representation to local communities, and (c) using methods that are iterative, relevant to different cultures, and intended to build lasting capacity for transformative action. Across all PCSIM phases, culturally appropriate professional practices are suggested to increase equity in screening and SEB outcomes. Along with this, we will explore tactics for combating practices that perpetuate oppression and disparity. We seek to articulate a mental health screening approach, one not targeted at students and schools, but one designed in conjunction with and for the advancement of students and schools. All rights are reserved for the APA's 2023 PsycINFO database record.

School psychology's historical impact is significantly shaped by the book, “Best Practices in School Psychology.” The National Association of School Psychologists debuted with a book by Thomas and Grimes, first released in 1985. At intervals of five to eight years, the six editions are revised. Employing Publish or Perish's functionalities, alongside cross-referenced tables of contents from Best Practices, a bibliometric analysis was executed, covering 589 chapters and 37 appendices. Google Scholar's search produced 15,812 citations, a significant portion (6,448) originating from the fourth edition, which was published in 2002. In the comprehensive work of Good et al. (2002), one chapter enjoyed citation rates exceeding 400, mirrored by five additional chapters each achieving more than 300 citations. Citations exceeding 100 were made for a total of 42 chapters. A content analysis indicated that the majority of chapters focused on domains connected to data-driven decision-making and interventions. Student projects, like theses and dissertations, generated at least one-third of the citations for each of the 10 most cited chapters, which themselves comprised almost two-thirds of all citations; this originated from the 79 most cited chapters. Through six editions of Best Practices, editors, authors, and reviewers have crafted a vast number of chapters, initially intended for practicing school psychologists, yet these publications have exerted a considerable influence on academic scholarship, demonstrably in the work of students. The APA possesses all rights to the PsycINFO database record from 2023.

To support inferences about treatment effectiveness and guide decision-making, clinicians, patients, and researchers require benchmarks for indexing individual clinically significant change (CSC). However, a definitive, consistently applied strategy for calculating CSC in the treatment of post-traumatic stress disorder (PTSD) is still absent. The effectiveness of Jacobson and Truax's (1991) most frequently adopted methods for indexing client-centered skills was assessed with regard to criterion-related validity. RTA-408 To assess the association between a quality of life (QoL) criterion index and four J&T index calculation methods for CSC, we examined two sample-specific input sets, a presumed set of norm-referenced benchmarks, and a hybrid approach incorporating both sample-specific and norm-referenced criteria.
Veterans enrolled in a randomized clinical trial for PTSD, 91 women, completed self-report measures on PTSD symptoms and various aspects of quality of life and functioning, before and after treatment. The QoL composite was regressed against the CSC categories for each of the four CSC calculation methods.
Every method elucidated the large variance in quality of life modifications. For participants categorized as unchanged across all methods, the change in QoL was less significant than for those who demonstrated improvement or probable recovery. The norm-referenced benchmarks presented the greatest source of variance within QoL metrics; however, they were least effective in categorizing patients who had achieved CSC.
The J&T methodology for indexing CSC in PTSD symptoms showcases criterion-related validity; a norm-referenced benchmark appears to be the most influential indicator. Carcinoma hepatocelular Although the norm-referenced criteria might be overly specific, they may inadvertently underestimate the advancements made. Research is required to probe the generalizability of these empirical results. This APA-owned PsycInfo Database Record, copyright 2023, is to be returned with all rights reserved.
The J&T method for indexing CSC symptoms in PTSD showcases criterion-related validity, and a norm-referenced benchmark seems to be the most substantial indicator. Yet, the parameters referencing a standard population could be excessively detailed, potentially leading to an underestimate of the gains. Additional investigation is necessary to determine if these results hold true in a wider context. The JSON schema below displays a list of sentences.

Women experiencing homelessness often report significant trauma, PTSD, and substance use issues. Mindfulness-based interventions, such as Mindfulness-Based Stress Reduction (MBSR), might potentially alleviate the symptoms of trauma and lessen substance use disorders, although their application in community settings serving individuals with PTSD and substance use disorders remains under-researched.
Our community-engaged, mixed-methods approach, utilizing a Community Advisory Board and the ADAPT-ITT framework (assessment, decision, adaptation, production, topical experts, integration, training, testing), including demonstrations of interventions, was instrumental in adapting and refining MBSR for WEH individuals with PTSD/SUD. WEH trauma-exposed individuals often exhibit unique symptoms.
Feedback from residents of a drug treatment facility, gained through quantitative questionnaires and four focus groups, was assessed to provide perspectives and insights about an MBSR demonstration.
Quantitative research indicated high perceived usability and applicability. Nearly all participants in the WEH program expressed that MBSR activities, including yoga, meditation, body scans, group discussions, and home exercises, would be at least somewhat valuable; a considerable percentage, from 7143% to 8929%, indicated each activity would be exceptionally helpful. Most participants reported that the focus group discussions were instrumental in delivering pertinent feedback for enhancing both the program's structure and its operational aspects.