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Defense industry is one of the sectors that boosts technological advancement and act as a trigger. In this industry, where personnel training plays a vital role, supporting military training with technology provides a great advantage on the battlefield. When we look at the problems that need to be solved, it is seen that the soldier's devotion to duty, his sense of absolute obedience and the soldier's need to be free from emotional depression. Recently, the masses have undergone intense migration movements due to the climate crisis, epidemics, hunger and wars. In this context, it seems that local people in the migrated region have a feeling of fear and hatred towards the newcomers. Mass media are the primary factors that cause this perception, called xenophobia. In this study, how perception management can be done through mass media and what the consequences may be will be discussed from a dystopian perspective and using the semiotic analysis method. As an example, through the images and dialogues in the "Men Against Fire" episode of the Black Mirror series, it will be examined how the soldier's motivation to become conditioned to the task during the training process is provided with technological support, and how effective the media can be in the context of perception management. As a result of the research, the outrage that xenophobic thought will cause in society, the dangers that arise in case of loss of control, and the role of the media in this process will be revealed and solution suggestions will be offered.

Research shows that oral dialogue has a positive impact on educational leadership wellness and practice. Having regular focused and informal conversations about educational issues and daily challenges is instrumental in reducing stress, anxiety, and emotional distress among educational leaders. However, diverse tensions related to personal and professional situations, along with the lack of conversational competence, can affect educational leaders' wellness and practice. This article presents solid elements that demonstrate how constructive dialogue, through oral conversations with open-ended inquiries to understand perspectives, can positively impact educational leaders' well-being and, consequently, their professional performance. [Note: The issue number (1) shown in the footer on the PDF is incorrect. The correct issue number is 2.]

This article asks the central question of how to practically engage in the ongoing production of space at Stellenbosch University (SU) as to reimagine and redefine spaces. Spaces, which affect people indirectly and subconsciously, can act as microaggressions on one hand and places of safety connected to identity on the other. The Visual Redress (VR) project at SU focuses on removing or replacing contentious visual elements on campus and facilitating engagements to alter experiences of places and spaces. The VR project is not only interested in physically transforming the space, but also in facilitating critical dialogue and physical interventions to engage in spatial memory and emotional remembrance. In this article Hauntology is used as a methodology to remember and reflect on visual elements on the Stellenbosch campus of SU and how the memory of the past and the dead in the form of visual elements still haunts the present. These hauntological engagements include crucial interactions with students, lecturers, and the various publics of the university. In this article the researchers will provide an overview of VR at SU and show and discuss the processes of three specific VR projects that were implemented at SU to illustrate the importance of hauntological engagements with the aim of reconstructing spaces.

This paper presents a model that analyses the relationship between the coach's emotional competences and the training climate as predictors of the youngsters' emotional competences and psychological well-being. In the present study, 309 athletes and 17 coaches participated in the study. A general predictive model was estimated with path analysis and the maximum robust likelihood (MLR) estimation method. The results showed that the coach's emotional competences are associated with autonomy-supportive climates ([beta] = 0.15, p < 0.005). This climate is related to youth's emotional competences ([beta] = 0.30, p < 0.005) and lower emotional ([beta] = -0.27, p < 0.005), behavioural ([beta] = -0.51, p < 0.005), and social ([beta] = -0.33, p < 0.005) symptomatology. These results have important practical implications in designing interventions that promote coaches' emotional competences given its association with autonomy-supportive climates, which in turn are related to athletes' emotional competences and psychological well-being.

Higher education students with dyslexia are generally under enormous emotional pressure. The fear of getting exposed as "stupid" leads many of them to isolate themselves and avoid social contact with their peers. In consequence, a lot of dyslexic college students suffer from feelings of loneliness or even depression and anxiety. One promising way to palliate the anguish is participation in self-help groups. They can create a sense of belonging and of not being the only one out there with severe reading and writing problems. Moreover, they can help disseminate practical information on how to best cope with one's challenges. In this paper, we describe the opportunities that digital self-support groups (mostly by means of video conferencing) can offer. We argue that for these groups to be successful, they need a facilitator, must limit their attendance to a specific set of not more than five members, should have some etiquette and routines, should not limit the number of sessions that one is allowed to attend, and should be connected with nonprofit associations or other suitable organizations to elicit synergy effects.

Various investigations have applied meditation protocols in the school context, with beneficial effects. Transcendental meditation, however, received little attention in primary school settings and few controlled studies are available. The present study is aimed: 1) to investigate the implementation of a school protocol (Quiet Time-QT) based on Transcendental Meditation ™ in a primary school setting 2) to test its efficacy in promoting strengths and resilience in children, using a controlled research, with a cross over design. 92 students attending fourth and fifth class of a primary school were assigned to either the QT intervention, or to a waiting list condition. Children assigned to the waiting list received the QT protocol after few months. Before and after the intervention children were evaluated by their teachers using the Strengths and Difficulties Questionnaire (SDQ) and the Devereux Student Strengths Assessment (DESSA). A Repeated Measures MANOVA was applied to compare the two groups. After the QT intervention children in the experimental condition showed fewer emotional and behavioral difficulties (SDQ) compared to children in the waiting list. An overall positive effect of QT was observed in the total sample in improving children's strengths and emotional well-being. Participants enjoyed the practice of meditation in the school setting. Conclusions: the results of this controlled investigation showed that the QT school protocol is feasible in the school setting, and it yielded improvements in children's strengths and well-being. Meditation programs could be easily included in the educational system to sustain children positive development.

Students with or at-risk of emotional/behavioral disorders (EBD) often have reading difficulties and/or undiagnosed learning disabilities (LD). Reading challenges among this group of children and youth often exacerbate associated emotional and/or behavioral problems. This systematic review and quantitative synthesis yielded seven studies focused on improving the reading outcomes of students with or at-risk of EBD at the elementary school level. Summarized are participant and reading intervention characteristics across the seven studies. Effect sizes were calculated for each study, and results are reported for both academic and behavioral outcome measures. Implications for research and practice are discussed.

This study investigated the relationship between alexithymia and depression amongst university students and how it is mediated by anxiety. Data was collected from a sample of university students (n= 74, Men = 41, Women = 33) aged 18 to 25 (Mean = 22.05, SD = 0.38). The findings revealed a statistically significant gender difference with men being more alexithymic than women. There was a significant positive correlation between the alexithymic subscales difficulty identifying feelings (DDF) and difficulty describing feelings (DIF), depression and anxiety. DDF and DIF along with anxiety predicted depression. Anxiety partially mediated the relationship between DIF and depression but completely mediated the relationship between DDF and depression. Alexithymic features DDF and DIF predict depression in the sample but Externally Oriented Thinking (EOT) did not. Anxiety was found to be an underlying mechanism operating in the between alexithymic features and depression.

Due to the lockdown measures and severe restrictions taken to reduce COVID-19 transmission, which has globally been inflicted on people since March 2020, a new type of education in the form of online homeschooling has brought the role of parents to the forefront. Using online semi-structured interviews, this study aimed to investigate parents' views on the implementation of distance education during COVID-19 in Istanbul, Turkey. The data obtained from parents with different socioeconomic backgrounds and whose children were at public and private schools were coded using initial, process, and emotion qualitative coding techniques. The data were categorized into three main themes: beginning of distance education, process of distance education, and outcomes of distance education. The beginning theme was further analyzed under three subcategories: problems related to the child, problems related to parents, and problems related to public schools. The problems encountered during the process of distance education were investigated under three subheadings: problems related to the child's academic and social life, problems related to parents, and problems related to parent-child relationships. Data under the main theme, outcomes of distance education, were defined as positive or negative outcomes in terms of the child and parents. Results revealed that at the beginning of the process, during the process, and during the outcomes of distance education, parents experienced problems with digital technology, the new education model, teachers, themselves, and their children, as well as economic, social, and psychological problems. Parents also had various constructive suggestions about distance education during COVID-19.

This study explores the connections between aspects of the school environment and emotional problems among boys and girls. The sample comprised 2,120 adolescents aged 17 and 18 years, in 129 school classes from 13 upper secondary schools in Trøndelag county, Norway. The response rate was 79%. The girls reported more emotional problems than the boys. Variations in perceptions of emotional problems between schools and classes is an under-researched topic. Multilevel models revealed a substantial class-level effect regarding emotional problems and a smaller school-level effect. Emotional problems varied between classes because of the class composition (share of boys and girls) and the class context. Contextual factors relevant to emotional problems were peer support, teacher support, and that emotional problems could 'spread' in a class. Relations between emotional problems and peer support, teacher support, and parental support were stronger for girls than boys. The study emphasizes the importance of the classroom environment, and it suggests that fostering strong relationships between adolescents and teachers, as well as addressing emotional issues among adolescents, can have a positive impact on emotional well-being. An important topic for future studies is whether the inclusion of the health and life skills theme improves mental health support in schools.

Informed by social science fields including psychology and public health, we propose a Model for Emotional Intelligence to advance biology education research in affective learning. The model offers a shared discourse for biology education researchers to develop and assess evidence-based strategies to perceive, use, understand, and manage emotions for students and instructors in life sciences classrooms. We begin by reviewing the connection between stress, emotional invalidation, Sense of Belonging, and Science Identity as it relates to emotions in undergraduate life sciences classrooms. Next, we highlight the impact that emotionally invalidating classroom environments have on science students' development of psychological distress, maladaptive coping, and high-risk behaviors. Assuming Emotional Intelligence can be taught and learned (i.e., the ability model of Emotional Intelligence), we develop a Model for Emotional Intelligence to advance biology education research in this arena. This essay aims to inform assessments of current and future interventions designed to counteract emotional invalidation and encourage the development of emotional management among students "and" instructors. In alignment with our collective effort to support student well-being in the life sciences, the study of Emotional Intelligence in undergraduate biology education has the potential to support student mental health as future scientists and health care practitioners.

This study examined the level of social communication problems (SCP), social anxiety (SA), and mood problems (MP) among children with ASD (age 4-13 years) enrolled in special classes (n = 74) and regular classes (n = 73) and grade level (kindergarten, 1st-3rd, 4th-6th) from teachers' perspective in schools of Palestinian Arabs in Israel. Teachers responded to three questionnaires about (1) SCP, (2) SA and (3) MP; the teachers' responses to the questionnaires were used to answer the research questions. Results: SCP, SA and MP were of medium rates for students with ASD enrolled in regular and special classes. No significant differences in the level of SCP could be attributed to class type (Regular, Special) or the grade level (kindergarten, 1st-3rd, 4th-6th). There were significant differences in SA levels that could be attributed to grade level in favor of the 4th-6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in MP levels that could be attributed to the class type in favor of special classes, and the effect of grade level was not significant. There was a direct significant relationship between SCP, SA, and MP. Conclusion: SCP may be an important risk factor for the development of SA and MP among students with ASD, which lead us to incorporating social skills interventions by educational staff to alleviate or even prevent symptoms of SA and MP among students with ASD, which supports the view of inclusion

Background: Children and adolescents with Autism Spectrum Disorder (ASD) often experience symptoms of various mental disorders along with the characteristics that define ASD. High rates of several psychiatric disorders have been reported in people with ASD such as anxiety, depression, cognitive problems, emotional regulation difficulties and related behavioral problems can occur in children of all ages with ASD. There are many treatment programs that can help autistic persons cope with these symptoms. Cognitive and Behavioral Therapy (CBT), Information and Communication Technology (ICT) and more are treatment programs that can help people with autism recognize and manage their symptoms. Aim: This paper examines through bibliographic sources of the last 15 years the possible mental disorders that a child or adolescent with ASD may experience, as well as the therapeutic interventions that can help to manage them. Methodology: For the present bibliographic research, 15 scientific articles from English journals were used. The databases from which the scientific articles were found were PubMed, PsycINFO, MEDLINE, and Google Scholar. Results: According to the results of various studies, children and adolescents with autism show various symptoms of psychological disorders such as Anxiety Disorders, Depression and Obsessive-Compulsive Disorder. The combination of CBT and ICT can help people with autism recognize and manage their symptoms. Discussion: The various symptoms of disorders that children and adolescents with autism experience can have a major impact on their family, their daily life, their schooling, and their future work. It is of the utmost importance that these children enter into a treatment program in order to better manage and treat their symptoms. The support of the school is also very important.

Objective: This review summarizes evidence pertaining to the impact of the COVID-19 pandemic on the psychological health of children and adolescents with autism spectrum disorder (ASD). Materials and Methods: An electronic search was conducted using four major databases--PubMed, ScienceDirect, Web of Science, and Google Scholar. Using an umbrella methodology, the reference lists of relevant papers were reviewed, and citation searches were conducted. The study included articles written in English between January 2020 and March 2021 that focused on the psychological health of autistic children and adolescents. Results: All eight studies included in the final review were cross-sectional. Three of the eight studies were conducted in Italy, two in Turkey, and one study each in Portugal, Spain, and the United Kingdom, with a total of 1,407 participants. All studies used a mixture of standardized and non-standardized questionnaires to collect data. The total number of patients were 1407 at a mean age of 9.53 (SD = 2.96) years. Seven studies report gender; male 74.7% (657/880) and female 25.3% (223/880). The finding showed that behavioral issues in children and adolescents with ASD have significantly increased; 521 (51.9 percent) of the 1004 individuals with ASD presented with behavioral changes, including conduct problems, emotional problems, aggression, and hyperactivity. Some studies also found increased anxiety and difficulties managing emotions. Only one study reported clinical stabilization in children with ASD during COVID-19. Finally, 82.7% of families and caregivers of children with ASD (544 out of 658) faced challenges during COVID-19. Conclusion: Although the studies in this review suggest a general worsening of ASD children's clinical status, it remains difficult to draw definitive conclusions at this moment, with newer COVID-19 variants on the rise worldwide. During this difficult pandemic period, caregivers, families, and healthcare professionals are recommended to pay more attention to the ASD patients' health and care needs.

Introduction: The present study build on previous research that found a bidirectional relation of parenting stress and negative behavioural outcomes in children with Autism Spectrum Disorders. Aim: To investigate the mediating role of parenting self-efficacy in the relationship of parenting stress and children's behavioural and emotional problems. Materials and methods: The sample included 32 young children and their families. Sociodemographic and clinical data were collected. Hierarchical regression analysis revealed direct and indirect mediating effects. Results: Parenting self-efficacy mediated the relationship between parenting stress and children's behavioural and emotional problems in fathers only. Conclusions: We discuss potential ways targeted parenting self-efficacy intervention can support fathers. Results contribute to gain father-informed knowledge in, a research branch generally focused on mothers.

Check-in/Check-out (CICO) is a widely implemented evidence-based program for supporting students with at-risk levels of social and emotional behavior concerns. It is comprised of several core features described in the previous literature, including "practice elements," which are the specific actions that are delivered directly to students, and "implementation components," which are actions that support the implementation by adults. Practice elements and implementation components are both important to implementation but have been combined and conflated in descriptions of CICO implementation. Well-defined and differentiated practice elements could provide improved clarity in communicating implementation expectations to frontline implementers as well as support future research into essential active ingredients and measures of front-line intervention fidelity. The purpose of the present study was to distill, differentiate, and operationally define the student-facing practice elements of CICO. A panel of research experts and practice experts participated in a three-round modified e-Delphi process that led to the identification and operational definition of 19 discreet practice elements organized into five domains. Results are discussed in terms in implications for future development of measures of commitment and intervention fidelity, future research into active ingredients of CICO, and in terms of how well-defined practice elements can improve communication of implementation expectations for front-line implementers of CICO such as teachers.

The study aimed to identify the academic problems facing high achieving students in Jordanian universities. The study sample consisted of (353) randomly selected high achieving male and female students from graduate and Bachelor's degrees at Amman Arab University and Balqa Applied University, who obtained a cumulative GPA of 3.7/4 or higher. The researchers followed the descriptive approach, and developed a scale that mainly focused on the following areas (studying problems, emotional problems, problems related to future professional choices, social problems, and family problems). The results indicated that academic problems are the most common problems among high achieving students, which affect them moderately, whereas family problems affect them the least. The results also indicated that there were no statistically significant differences at the level of ([alpha]=0.05) due to gender and college variables, and a statistically significant difference at the level of ([alpha]=0.05) due to the degree variable in favor of bachelors. Also, differences appeared in emotional problems in favor of females and in studying problems in favor of high achieving students in scientific colleges.

This paper reports on a study in which we interviewed eleven student teachers who were mothers. We wanted to understand the challenges the women faced in combining Initial Teacher Education (ITE) and motherhood, and about the factors that sustained them through the course. Participants faced practical and emotional challenges, including financial difficulties, feelings of guilt, and time and workload pressures. They had encountered structural barriers in the Higher Education Institution, where policy and practice emerged as exclusionary and largely unhelpful in anticipating and accommodating their needs as student teacher-mothers. Despite the difficulties they faced, the women portrayed themselves as active in shaping their own experiences at university, on school placement and at home, within the constraints of the competing demands of ITE and motherhood. They emphasised their agency in making the decision to train to become teachers, in their motivation to qualify as teachers so that they could offer their families a better life, and in strategizing to overcome the various obstacles they encountered. They described forward planning, prioritising and managing time, themselves and their families to 'get through' the ITE year, which was, essentially, viewed as a temporary stepping stone for which they needed to make short-term sacrifices.

Depression, anxiety, and stress are common mental health problems among adolescents. Cross-sectional and longitudinal studies have found that students who suffer from mental health problems (e.g., ADHD, anxiety, or depression) tend to manifest school and social problems. It is urgent to identify and intervene early to help children with mental health problems to improve their life outcomes. Unfortunately, research has shown that a significant proportion of children who suffer from behavioral or emotional problems remain unidentified because their symptoms are too mild to be noticed through casual observation by caregivers and teachers. As a result, their symptoms continue to develop gradually and eventually become mental illnesses. When mild to moderate symptoms become a noticeable mental illness, treatment becomes long-term, more invasive, and expensive. Early detection of children who are at risk of behavioral or emotional problems is possible through universal mental health screening in the school setting. The present study focused on the Behavioral and Emotional Screening System (BESS; Kamphaus & Reynolds, 2007) to identify students who were at mild risk of mental health problems and to examine their academic trajectories over four years. The findings suggest that students at mild risk of behavioral and emotional problems showed similar academic performance as other students. As a result, students with mild to moderate symptoms can be easily overlooked if academic performance were relied on as an indicator of mental health risk. The current results lend support for conducting universal behavioral and emotional risk screening at schools. A brief screener, applied universally, appears to be an effective solution for identifying students at mild risk of behavioral and emotional problems and acting early to prevent these problems from worsening.

Due to the COVID-19 pandemic period, distance education is attempted at all levels of education in Turkey and the world. The present study examines how the education process is shaped during the COVID-19 period for children with special needs and their families. The case study design was implemented as a qualitative research method. The study group sample was composed of 11 parents who reside in various districts of the city of Istanbul and who have children with special needs attending special education rehabilitation centers. The interviews conducted in the scope of the study showed that the effects of the COVID-19 pandemic process on children with special needs had behavioral and social-emotional reflections. Behavioral problems and reflections in behavioral difficulties in children with special needs were observed as a disability in comprehension due to developmental issues, hypermobility, and pandemic period's positive influence. In terms of reflections of social-emotional problems, children with special needs experience shyness due to being ridiculed. The study concluded that children feel the need to go out of their home and feel fear/anxiety and longing for the family to move to another city. The research results showed that children could not perform activities due to boredom, screen addiction, and missing friends. Interviews suggested that the COVID-19 process created specific needs and problems for parents and social-emotional reflections. Problems experienced by the families were determined as health problems, inability to spare time for other siblings, conflict between spouses, distress due to not being able to go out, mother being the only parent responsible for child- care, financial difficulties and educational guidance. Overall results of the study suggest that necessary measures need to be taken to ensure that children with special needs receive one-to-one education.

Mathematics difficulties (MD) affect about 20% of the students in German schools. Almost half of them also exhibit emotional and behavioral difficulties (EBD). While a growing number of mathematics interventions target children with MD separately, there is a lack of evidence for the effectiveness of these interventions for children with combined MD and EBD. This study aims to investigate the differential effects of an evidence-based mathematics intervention on children with and without EBD. This single-case study examined 11 children with internalizing and externalizing EBDs from grades 3 and 4 using a staggered AB-Design. A computer-based mathematics intervention was provided for 5 weeks, during which the mathematical performance of the students was measured using a learning progress assessment in A- and B-phases. Data were analyzed using (a) overlap indices, (b) piecewise linear regression (PLM) models for each student, and (c) a multilevel PLM across all children. The results suggest different effectiveness for children with and without EBD, indicating a small direct influence of the severity of the EBD. Thus, the effectiveness of mathematics interventions might not be generalizable for children with combined EBD and MD. Further research is necessary to better understand the differential effectiveness of mathematics interventions for these children.

Burnout is psychological, physical, and emotional suffering that may affect students with low or inadequate resources to face stressful events at school. Although the existing instruments are used worldwide to assess school burnout risk, they show several flaws and mainly focus on the emotional facets of the syndrome. No previous studies have developed a multi-component tool to reveal students' burnout by simultaneously analyzing cognitive, behavioral, and emotional problems. The central core of the current study is to adapt the Burnout Assessment Tool-Core symptoms (BAT-C; Schaufeli et al., 2020), comprising four subscales, exhaustion, mental distance, cognitive impairment, and emotional impairment, for a sample of Italian students. The factor structure, the reliability, and the validity of the scale are investigated. The participants are 745 middle school students (male, 52.2%; aged 9-13, M = 11.84, and SD = 1.21). Confirmatory factor analyses confirmed the best fit of the second-order model (four first-order factors and one second-order factor). Specifically, four factors were loaded onto a main high-order factor, which constitutes the BAT-C. Our findings support the Italian adaptation of the BAT-C for students' samples as a valid instrument for measuring the core symptoms of school burnout.

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?--without support, students with disabilities experience poor outcomes--and (b) How do you implement PBIS in classrooms that support all students?--differentiate and intensify supports.

Working conditions may be an important lever to support special educators' reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators' reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators' instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implications for improving the quality of instruction in self-contained settings for students with EBD.

This study aimed to ascertain how the four domains of self-debasing cognitive distortion, namely personalisation, catastrophising, overgeneralisation and selective abstraction, could predict or inform emotional disturbance in the reactions of bystanders when witnessing bullying behaviour. We utilised purposive sampling to select 10 bystanders of school bullying for participation in the study and performed convenient sampling to select a research site. We conducted interviews that were recorded on a voice recorder and transcribed thereafter. Qualitative data was analysed through inductive thematic analysis. Our findings revealed that personalisation evoked bystanders' self-blame and feelings of guilt, catastrophising amplified their anxiety and fear, overgeneralisation induced and exacerbated their negative perception of school safety, and selective abstraction led to indirect co-victimisation. Based on our findings, we recommend that school psychologists, counsellors and behavioural healthcare service providers should teach victims of bullying, especially bystanders, how to recognise, challenge and reappraise negative and unhelpful thoughts and feelings related to their experiences.

We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to implement standardized EBPs with fidelity. Yet, students with significant difficulties tend to have problems that reflect a complex set of changing factors that require carefully tailored and coordinated interventions that are adapted to students' ongoing dynamic needs. To address this issue, we discuss the concept of practice elements (PEs) as a foundation for identifying intervention strategies, and we consider how the concepts of adaptive expertise (AE) can help guide the selection of PEs and implementation and modification of multistrategy approaches to increase responsiveness to students with emotional and behavioral problems. Implications for service delivery and future research are considered.

Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school settings. The current study evaluated the use of the prevent-teach-reinforce (PTR) FBA model for three high school students with EBD in self-contained settings. Results indicated that PTR was effective at reducing problem behaviors and increasing replacement behaviors for all three students. Teachers implemented the interventions with high levels of fidelity. Social validity scores obtained from both teachers and students indicated acceptability of the PTR process and outcomes. Limitations and areas for future research are suggested.

Shortly following the temporary nationwide school dismissal amid COVID-19, the current exploratory case-study evaluated the feasibility of two engagement strategies delivered during group teletherapy: Class Dojo and opportunities to respond (OTR). Three elementary students with emotional and behavioral difficulties participated. An A-B-A design was used to evaluate the effects of Class Dojo on student engagement with therapist-delivered OTRs. Due to one student's poor response to the contingency, an A-B-C design was used to evaluate the additive effect of student-delivered OTRs on his engagement. Results indicated moderate to high rates of student attendance, and consistently high rates of engagement for two students. When students delivered OTRs, the student who initially struggled to engage demonstrated an increase in engagement. Practical issues are discussed and recommendations are considered for future research on increasing student engagement during online settings.

This study examined the relationships between holistic grief effects experienced by college students, mental health, and the use of various counseling supports. A total of 1,092 college students completed an online survey about their losses, holistic grief effects they experienced, and the various types of counseling support they utilized while grieving. Students also shared prior diagnoses of depression, eating disorders, insomnia, attention-deficit/hyperactivity disorder (ADHD), and post-traumatic stress disorder (PTSD). Of the 842 students who experienced a loss, students reported emotional, cognitive, behavioral, physical, interpersonal, and world assumption grief effects. Approximately 10% of students utilized off-campus professional counseling support, and 8% used campus counseling center support. An even smaller number of students utilized face-to-face peer support groups or online support groups. Students who utilized on-campus counseling and off-campus professional counseling reported significantly more holistic effects in all areas. Students who utilized online support groups reported significantly more physical grief effects, and students who utilized face-to-face-support groups reported significantly more physical, cognitive, behavioral, and interpersonal grief effects. Statistically significant associations were found for students diagnosed with depression and their use of both off-campus professional counseling and campus counseling center support, as well as previous ADHD diagnoses and use of campus counseling center support. Implications for universities is addressed and recommendations for future research are also discussed.

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child's needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.

Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns with fidelity to a school-based mental health model. Overall growth of social, emotional, and behavioral problems declined over a 3-year period. Four classes of students were identified using growth mixture modeling: (1) students with high levels of problems; (2) students with decreasing problems; (3) students with increasing problems; and (4) students with stable, low levels of problems. These growth trajectories were associated with fidelity to the model, in that trajectories where students with higher or increasing problems were more likely to be from schools with lower fidelity. Implications for practice and policy are provided. [This article was published in "School Psychology Review" (EJ1292056).]

In this study, it was aimed to examine the relationship between the problem behaviors exhibited by preschool children in terms of the parental gender, age, education level, perceived income level, the age of the child, and the number of siblings. For this purpose, the research adopted the scanning pattern in the relational screening model. The participants of the study were composed of 4-6 years of children living in Istanbul, Turkey using convenience sampling method. The data were collected online via the Participation Acceptance Form, General Information Form, and Strengths and Challenges Questionnaire (SCQ) in 2020-2021 school year. The data about the participant children were collected through their volunteer parents. The data obtained were analyzed using the SPSS statistical package program. The results revealed that there was a significant relationship between the gender of the parent and social behavior; between educational level and emotional problems; between perceived income level and social behavior, between attention deficit and hyperactivity, amongst peer problems, emotional problems and behavioral problems; whereas there was no significant relationship between parental age and child problem behaviors. Although a significant relationship was not observed between the number of siblings and problem behaviors of the children, a significant relationship was found between the children's age and peer problems.

Objective: Youth who receive services in residential programs have high rates of traumatic exposure and associated symptoms of Posttraumatic Stress Disorder (PTSD). Little information is available on specific social skills training that could be beneficial for youth in residential programs with PTSD. This study examined changes in behavioral incidents and psychopathology in youth receiving group home services based on training they received across three categories of social skills (i.e., self-advocacy, emotional regulation, problem-solving). Method: The sample included archival data on youth (N = 677) ages 10-18 years (M = 15.7 years, SD = 1.53). Hierarchical Linear Modeling was used to examine the frequency of disruptive and self-injurious behaviors over 12 months as it relates to reported traumatic symptoms at admission and the presence of the three types of social skills objectives. Analysis of Covariance was conducted to test whether the social skill objectives differentially predicted changes in youth psychopathology from intake to discharge for youth with low and high trauma symptoms. Results: Youth with high trauma symptoms who received training on problem-solving skills had significantly greater decrease in emotional problems from intake to discharge compared to youth with high trauma symptoms who did not receive problem-solving training (d = -0.54). Conclusion: Problem-solving training could be further developed and tested to maximize the support youth with trauma symptoms receive in trauma-informed residential programs.

Challenges arising from the classroom behavioral management of students with social, emotional and behavioral difficulties are a concern for educational professionals. The purpose of this study is to review common elements of behavior interventions for the disruptive behaviors of children with social, emotional and behavioral difficulties. A systematic review was conducted through an electronic search of studies (from 2000 to 2017) on ERIC, Web of Science, FRANCIS, and MEDLINE databases. The inclusion criteria involved: (i) an intervention improving behaviors at school of children with disruptive behaviors; (ii) elementary school children with the majority of the sample or average age between 6-11 years old; (iii) at least one measurable outcome focusing on social/emotional/behavioral outcomes; (iv) single-case designs. Of the 5339 articles that were identified in the initial screening, 27 met the criteria to be included in the review. Common characteristics of successful interventions are discussed to make recommendations for future implementation.

This study examined the lived experience of teachers and mental health paraprofessionals implementing the Jesse Lewis Choose Love curriculum in an alternative school setting. Social emotional learning curriculum implementation within the unique structure of alternative schools is important to investigate in order to better understand the unique needs of those providing services to students in this setting. This study utilized open-ended written prompts and two focus groups with teachers and mental health paraprofessionals for 10 weeks of implementation of this social emotional learning program. Participants reported changes in students and themselves and an increase in group cohesion. Five identified themes included "change in students," "change in staff," "group cohesion," "awareness of student needs," and "existing stability;" all of which have implications for future social emotional learning curricula. Suggestions for best practices for SEL implementation are included.

This study aimed to analyze the effect of the psycho-education program for sexual abuse on counseling teachers' attitudes towards reporting sexual abuse and their knowledge and risk recognition levels. The research was by using the embedded design, one of the mixed method approaches. In the quantitative dimension of the study quasiexperimental design with pretest-posttest groups was performed, while in the qualitative dimension, the opinions of counselors were included. The study group of the research consisted of eight counselors in the experimental group and eight counselors in the control group, working in schools affiliated to the Ministry of National Education. A two-Factor ANOVA model for mixed measurements was utilized to analyze the experimental study. Paired t-test for dependent samples was used to analyze the pretest and posttest scores of the participants. Content analysis was used in the analysis of qualitative data. The quantitative findings of the study showed that the psycho-education program applied to the experimental group displayed a significant difference between the counseling teachers' attitudes towards reporting sexual abuse and their knowledge and risk recognition levels compared to the control group. In the qualitative results of the study, it was observed that the counselors classified the characteristics of children at risk in terms of exposure to sexual abuse under the two themes of family factors and lack of social skills. In another result, it was discovered that children exposed to sexual abuse displayed behavioral and emotional symptoms. It is thought that the training that counselors will receive in schools on sexual abuse will be beneficial for the protection of the mental health of children and young people.

This study reports results of a randomized, controlled trial examining the efficacy of the Family Check-Up (FCU) initiated during kindergarten on teacher report of children's emotional and behavior problems in first and second grade. Children's emotional and behavior needs and the receipt of special services in school at pretest were examined as moderators. Participants were primary caregivers and teachers of 365 children in early elementary school. Using an intent-to-treat approach, results indicated children in the FCU condition outperformed children in a business-as-usual control condition on teacher report of emotional and behavior problems in first and second grade. Children experiencing higher levels of emotional and behavior problems at pretest benefited from the FCU more than did children who experienced lower levels of problems. There was no evidence of moderation by whether children received special services in school. Implications for family-centered interventions, study limitations, and future research directions are discussed. [For the corresponding grantee submission, see ED598222.]

The Pediatric Symptom Checklist-17 was originally used in primary care settings with parents to identify their children's behavioral and emotional problems, but there has been some research supporting use of this scale in school settings. This study examined: (a) the factor structure and measurement invariance of the teacher-rated Pediatric Symptom Checklist-17 and (b) complex relationships among demographic characteristics, behavioral and emotional problems, and learning outcomes using structural equation modeling in elementary schools. A sample of 508 children in grades one and two were rated by their teachers with the Pediatric Symptom Checklist-17. Measures of Academic Progress test was utilized to measure participants' learning outcomes in reading and math. The results confirmed a three-factor structure of the Pediatric Symptom Checklist-17 (internalizing problems, externalizing problems, and attention problems) and attested the measurement invariance across different demographic groups (i.e. gender, ethnicity, and grade levels). Boys were more likely to have severe attention problems which were associated with lower learning outcomes as seen by Measures of Academic Progress reading and math scores. Attention problems mediated the relationship between gender and learning outcomes. This study has implications for the use of the Pediatric Symptom Checklist-17 in school-based settings. Additionally, it highlights the potential relationships among gender, attention problems, and learning outcomes.

The high prevalence of Autism Spectrum Disorder (ASD) necessitates acquiring early detection tools that can lead to appropriate interventions for children and assist children in performing as many life functions as possible. In addition, early detection tools for ASD can realize quality early childhood development. This study aims to review various types of assessments for early detection of ASD in children using the literature review method. The following articles are from the website https://eric.ed.gov/ as search engine for scientific articles. Using the keywords "autism spectrum disorder assessment tools" and "early detection for autism," then peer-reviewed only and year filters since 2018, 2,829 articles were found. Then from the identified articles, they are re-elected based on title, abstract, and time of publication to produce 16 articles whose early detection tool was tested on more than 50 participants and began at the earliest possible age. The results show that various screening and diagnostic tools for ASD prioritize areas such as social communication, behavioral problems, emotional problems, sensory regulatory issues, and engagement issues. The instrument's limitations, which include an expensive price, a lengthy process, the need for expert involvement, and cultural differences, create a growing gap that must be bridged immediately.

This piece focuses on creating a safe space for several subsets of the elementary school student population, including Muslim students, children with autism spectrum disorder, and students with social-emotional challenges. These groups do overlap and intersect, and they are united in their reliance on the library as a refuge. However, school librarians know that any child might seek out the library at any time, depending on their situational needs and the day. Thus, the final subset is the nucleus of even-keeled, neurotypical children who still express the need for a school library's sheltering space.