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Zarate, Kary; Maggin, Daniel M.; Passmore, Amanda – Psychology in the Schools, 2019
Teachers are reporting increased incidence of stress, depression, burnout, and anxiety resulting in overall poor mental health and well-being outcomes. Recently, mindfulness-based interventions have emerged as having the potential to improve these deleterious impacts. This meta-analysis investigated the effects of mindfulness-based interventions…
Descriptors: Meta Analysis, Relaxation Training, Teachers, Well Being
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Eklund, Katie; O'malley, Meagan; Meyer, Lauren – Psychology in the Schools, 2017
Mindfulness is linked to a variety of social, emotional, cognitive, and behavioral well-being indicators in youth. Given increased interest among researchers and practitioners, high-quality instruments are needed to effectively measure the construct in children, youth, and young adults, especially in the context of mindfulness-based interventions…
Descriptors: Metacognition, Psychometrics, Intervention, Surveys
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Glueck, Courtney L.; Reschly, Amy L. – Psychology in the Schools, 2014
The purpose of this article is to explore the construct of congruence, particularly with regard to school-family collaboration and partnerships. An in-depth review of the empirical and theoretical literature supporting a shift in focus from encouraging family involvement to creating effective school-family partnerships is presented, followed by an…
Descriptors: Family School Relationship, Cooperation, Partnerships in Education, Literature Reviews
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Skinner, Christopher H.; McCleary, Daniel F.; Skolits, Gary L.; Poncy, Brian C.; Cates, Gary L. – Psychology in the Schools, 2013
The success of Response-to-Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem-solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial-procedure…
Descriptors: Response to Intervention, Models, Problem Solving, School Psychologists
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Carter, Erik W.; Harvey, Michelle N.; Taylor, Julie Lounds; Gotham, Katherine – Psychology in the Schools, 2013
Equipping youth with autism spectrum disorders (ASD) to flourish during and after high school is central to the purpose and practice of special education. However, many students with ASD are leaving high school without the preparation and connections needed to engage meaningfully in their communities. This article reviews research-based approaches…
Descriptors: Pervasive Developmental Disorders, Autism, High School Students, Adolescents