| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Acceptability and Feasibility of Early Identification of Mental Health Difficulties in Primary Schools: A Qualitative Exploration of UK School Staff and Parents’ Perceptions
|
Childs-Fegredo, J.
|
|
|
|
1 |
p. 143-159
|
article
|
| 2 |
A Comparison of Self-Report Measures to Screen for Mental Health Concerns in Youth
|
DeBoer, Jacob L.
|
|
|
|
1 |
p. 25-40
|
article
|
| 3 |
Addressing Childhood Trauma in School Settings: A Framework for Evidence-Based Practice
|
Chafouleas, Sandra M.
|
|
2018
|
|
1 |
p. 40-53
|
article
|
| 4 |
Adolescent Mental Health Priorities During the Covid-19 Pandemic
|
Stewart, Tracy M.
|
|
|
|
1 |
p. 247-259
|
article
|
| 5 |
Adolescent School Belonging and Mental Health Outcomes in Young Adulthood: Findings from a Multi-wave Prospective Cohort Study
|
Allen, Kelly-Ann
|
|
|
|
1 |
p. 149-160
|
article
|
| 6 |
Advancing the Science of Integrity Measurement in School Mental Health Research
|
Sutherland, Kevin S.
|
|
|
|
1 |
p. 1-6
|
article
|
| 7 |
Adverse Family Experiences, Child Mental Health, and Educational Outcomes for a National Sample of Students
|
Porche, Michelle V.
|
|
2016
|
|
1 |
p. 44-60
|
article
|
| 8 |
An Evaluation of Youth Mental Health First Aid Training in School Settings
|
Gryglewicz, Kim
|
|
2018
|
|
1 |
p. 48-60
|
article
|
| 9 |
An Examination of Teacher Engagement in Intervention Training and Sustained Intervention Implementation
|
Holmes, Shannon R.
|
|
|
|
1 |
p. 63-72
|
article
|
| 10 |
An Examination of the Scope and Nature of Non-Suicidal Self-Injury Online Activities: Implications for School Mental Health Professionals
|
Duggan, Jamie M.
|
|
2011
|
|
1 |
p. 56-67
|
article
|
| 11 |
An Examination of the Social Relationships of High School Students with Autism in General Education Settings Using Peer Nomination Methods
|
Matthews, Nicole L.
|
|
|
|
1 |
p. 88-98
|
article
|
| 12 |
An Exploration of the Psychometric Properties of the Social Experiences Questionnaire: Replication and Extension
|
Monopoli, W. John
|
|
|
|
1 |
p. 324-337
|
article
|
| 13 |
An Initial Investigation of the Efficacy of the Resilience Education Program (REP)
|
Allen, Amanda N.
|
|
2018
|
|
1 |
p. 163-178
|
article
|
| 14 |
Anxiety in the School Setting: A Framework for Evidence-Based Practice
|
Jones, Anna M.
|
|
2017
|
|
1 |
p. 4-14
|
article
|
| 15 |
A Pilot Study Exploring the Feasibility and Acceptability of Digitally Mediated Team Communication in Primary Schools
|
Jones, Lauren Stephanie
|
|
|
|
1 |
p. 81-94
|
article
|
| 16 |
A Pragmatic Randomized Controlled Trial Targeting Perfectionism in Young Adolescents
|
Osenk, Ivana
|
|
|
|
1 |
p. 151-164
|
article
|
| 17 |
A Psychometric Comparison of Two Self-Report Measures of Bullying and Victimization: Differences by Sex and Grade
|
Hartung, Cynthia M.
|
|
2010
|
|
1 |
p. 44-57
|
article
|
| 18 |
A Qualitative Examination of School Principals’ Self-Perceived Role in School Mental Health Service Implementation
|
Ormiston, Heather E.
|
|
|
|
1 |
p. 277-290
|
article
|
| 19 |
A Simple Matter of Time? School-Level Analysis of the Relationship between Time Allocation, Treatment Integrity, and Student Outcome
|
Zhang, Yanchen
|
|
|
|
1 |
p. 73-87
|
article
|
| 20 |
Assessing Adolescent Mental Health Service Use: Developing the Adolescent Mental Health Support Scale (AMHSS)
|
Green, Jennifer Greif
|
|
|
|
1 |
p. 136-152
|
article
|
| 21 |
Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns
|
Langberg, Joshua M.
|
|
2009
|
|
1 |
p. 3-12
|
article
|
| 22 |
Assessing School Refusal: Arabic Adaptation and Psychometric Properties of the School Refusal Evaluation (SCREEN) from Adolescents in Algeria
|
Boudouda, Nedjem Eddine
|
|
|
|
1 |
p. 267-276
|
article
|
| 23 |
Assessing Treatment Integrity of Parent-to-Parent Phone Support for Families of Students with Emotional and Behavioral Disturbance
|
Duppong Hurley, Kristin
|
|
|
|
1 |
p. 35-48
|
article
|
| 24 |
Assessment and Treatment of Anxiety in Children with Autism Spectrum Disorder in School Settings: A Systematic Review and Meta-Analysis
|
Perihan, Celal
|
|
|
|
1 |
p. 153-164
|
article
|
| 25 |
Associations of Adolescent Mental Health First Aid Intentions and Help-Giving Behaviours: A School-Based Longitudinal Study
|
Lu, Shurong
|
|
|
|
1 |
p. 137-148
|
article
|
| 26 |
A Supportive Beliefs Intervention to Facilitate the Implementation of Evidence-Based Practices Within a Multi-Tiered System of Supports
|
Cook, Clayton R.
|
|
2015
|
|
1 |
p. 49-60
|
article
|
| 27 |
A Systematic Review of School Transition Interventions to Improve Mental Health and Wellbeing Outcomes in Children and Young People
|
Donaldson, Caitlyn
|
|
|
|
1 |
p. 19-35
|
article
|
| 28 |
A Theory-Informed Approach to Locally Managed Learning School Systems: Integrating Treatment Integrity and Youth Mental Health Outcome Data to Promote Youth Mental Health
|
McLeod, Bryce D.
|
|
|
|
1 |
p. 88-102
|
article
|
| 29 |
Autism Spectrum Disorder: Highlights from the Current Issue
|
Koegel, Lynn Kern
|
|
2013
|
|
1 |
p. 1-2
|
article
|
| 30 |
Barriers to Mental Health Help Seeking at School for Asian– and Latinx–American Adolescents
|
Wang, Cixin
|
|
|
|
1 |
p. 182-194
|
article
|
| 31 |
Behavioral Intervention Fidelity in Routine Practice: Pragmatism Moves to Head of the Class
|
Hogue, Aaron
|
|
|
|
1 |
p. 103-109
|
article
|
| 32 |
Best Practices in School Mental Health for Attention-Deficit/Hyperactivity Disorder: A Framework for Intervention
|
Fabiano, Gregory A.
|
|
2018
|
|
1 |
p. 72-91
|
article
|
| 33 |
Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention
|
Al-Jbouri, Elizabeth
|
|
|
|
1 |
p. 138-150
|
article
|
| 34 |
Calls from Boston Schools for Police Psychiatric Emergency Response: A Study of 911 Call Record Data from 2014 to 2018
|
Green, Jennifer Greif
|
|
|
|
1 |
p. 312-323
|
article
|
| 35 |
Career Development and Educational Status of the Sexual Abuse Victims: The First Data from Turkey
|
Koçtürk, Nilüfer
|
|
2018
|
|
1 |
p. 179-190
|
article
|
| 36 |
Child and Youth Classroom Incivility Scale (CYCIS): Exploring Uncivil Behaviors in the Classroom
|
Spadafora, Natalie
|
|
|
|
1 |
p. 186-200
|
article
|
| 37 |
Childhood Bullying, Paranoid Thinking and the Misappraisal of Social Threat: Trouble at School
|
Jack, Alexander H.
|
|
2017
|
|
1 |
p. 26-34
|
article
|
| 38 |
Coaching Early Career Teachers in Urban Elementary Schools: A Mixed-Method Study
|
Shernoff, Elisa S.
|
|
2014
|
|
1 |
p. 6-20
|
article
|
| 39 |
Cognitive Behavioral Model of Test Anxiety in a High-Stakes Context: An Exploratory Study
|
Segool, Natasha K.
|
|
2013
|
|
1 |
p. 50-61
|
article
|
| 40 |
Confirmatory Factor Structure and Predictive Validity of the Early Identification System—Student Report in a Community Sample of High School Students
|
Thompson, Aaron M.
|
|
|
|
1 |
p. 28-40
|
article
|
| 41 |
Conjoint Behavioral Consultation for Students Exhibiting Symptoms of ADHD: Effects at Post-treatment and One-Year Follow-Up
|
Gormley, Matthew J.
|
|
|
|
1 |
p. 53-66
|
article
|
| 42 |
Connection Between Experiences of Bullying and Risky Behaviors in Middle and High School Students
|
Smalley, K. Bryant
|
|
2016
|
|
1 |
p. 87-96
|
article
|
| 43 |
Consent Procedures and Participation Rates in School-Based Intervention and Prevention Research: Using a Multi-Component, Partnership-Based Approach to Recruit Participants
|
Blom-Hoffman, Jessica
|
|
2008
|
|
1 |
p. 3-15
|
article
|
| 44 |
Consultation and Coaching to Increase the Uptake of Evidence-Based Practices: Introduction to the Special Issue
|
Schultz, Brandon K.
|
|
2015
|
|
1 |
p. 1-5
|
article
|
| 45 |
Core Symptoms of Teachers' Compassion Fatigue and Their Characteristics at Different Career Stages
|
Xiao, Weilong
|
|
|
|
1 |
p. 239-252
|
article
|
| 46 |
Creating Trauma-Informed Schools for Rural Appalachia: The Partnerships Program for Enhancing Resiliency, Confidence and Workforce Development in Early Childhood Education
|
Shamblin, Sherry
|
|
2016
|
|
1 |
p. 189-200
|
article
|
| 47 |
De-adoption of an Evidence-Based Trauma Intervention in Schools: A Retrospective Report from an Urban School District
|
Nadeem, Erum
|
|
2016
|
|
1 |
p. 132-143
|
article
|
| 48 |
Depression Education and Identification in Schools: An Australian-based Study
|
Robinson, Jo
|
|
2009
|
|
1 |
p. 13-22
|
article
|
| 49 |
Developing Treatment Integrity Measures for Teacher-Delivered Interventions: Progress, Recommendations and Future Directions
|
Sutherland, Kevin S.
|
|
|
|
1 |
p. 7-19
|
article
|
| 50 |
Development and Psychometric Evaluation of the Attitudes Related to Trauma-Informed Care (ARTIC) Scale
|
Baker, Courtney N.
|
|
2015
|
|
1 |
p. 61-76
|
article
|
| 51 |
Development of a Web-Based Training Platform for School Clinicians in Evidence-Based Practices for ADHD
|
Pfiffner, Linda J.
|
|
|
|
1 |
p. 49-66
|
article
|
| 52 |
Differences in School-Based Referrals for Mental Health Care: Understanding Racial/Ethnic Disparities Between Asian American and Latino Youth
|
Guo, Sisi
|
|
2013
|
|
1 |
p. 27-39
|
article
|
| 53 |
Direct and Indirect Effects of Bullying Victimization on Academic Performance and Mental Health Among Secondary School Students
|
Miskimon, Kayla
|
|
|
|
1 |
p. 220-230
|
article
|
| 54 |
Do Teacher Autonomy Support and Teacher–Student Relationships Influence Students’ Depression? A 3-Year Longitudinal Study
|
Zhang, Danhui
|
|
|
|
1 |
p. 110-124
|
article
|
| 55 |
Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children
|
Berger, Emily
|
|
|
|
1 |
p. 300-311
|
article
|
| 56 |
Editorial
|
Evans, Steven W.
|
|
2009
|
|
1 |
p. 1-2
|
article
|
| 57 |
Effects of Dialectical Behavioral Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) Program of Rural Ninth-Grade Students
|
Martinez, Robert R.
|
|
|
|
1 |
p. 165-178
|
article
|
| 58 |
Efficacy of the First Step to Success Intervention for Students with Attention-Deficit/Hyperactivity Disorder
|
Seeley, John R.
|
|
2009
|
|
1 |
p. 37-48
|
article
|
| 59 |
Elementary Pre-service Teacher Preparation in the Area of Social, Emotional, and Behavioral Problems
|
State, Talida M.
|
|
2010
|
|
1 |
p. 13-23
|
article
|
| 60 |
Eligibility, Assessment, and Educational Placement Issues for Students Classified with Emotional Disturbance: Federal and State-Level Analyses
|
Becker, Stephen P.
|
|
2010
|
|
1 |
p. 24-34
|
article
|
| 61 |
Evaluating a Short Form of the Academic Competence Evaluation Scales: Expanded Examination of Psychometric Properties
|
Owens, Julie Sarno
|
|
|
|
1 |
p. 38-52
|
article
|
| 62 |
Evaluating the Impact of Online Professional Development on Teachers’ Use of a Targeted Behavioral Classroom Intervention
|
Mixon, Clifton S.
|
|
2018
|
|
1 |
p. 115-128
|
article
|
| 63 |
Evidence-Based Interventions in Schools: Developers’ Views of Implementation Barriers and Facilitators
|
Forman, Susan G.
|
|
2008
|
|
1 |
p. 26-36
|
article
|
| 64 |
Examining Student–Teacher Relationship and Callous–Unemotional Traits in Children with Adverse Childhood Experiences
|
Stoppelbein, Laura
|
|
|
|
1 |
p. 129-142
|
article
|
| 65 |
Examining the Correspondence Between Teacher- and Observer-Report Treatment Integrity Measures
|
McLeod, Bryce D.
|
|
|
|
1 |
p. 20-34
|
article
|
| 66 |
Exploring Psychosocial Mechanisms and Interactions: Links Between Adolescent Emotional Distress, School Connectedness, and Educational Achievement
|
Pate, Christina M.
|
|
2016
|
|
1 |
p. 28-43
|
article
|
| 67 |
Exposure to Neighborhood Violence and Suicidal Thoughts and Behaviors Among Adolescents in the USA: Findings from a Population-Based Study
|
Baiden, Philip
|
|
|
|
1 |
p. 161-176
|
article
|
| 68 |
Face-to-Face Bullying, Cyberbullying, and Multiple Forms of Substance Use Among School-Age Adolescents in the USA
|
Lee, Jungup
|
|
2017
|
|
1 |
p. 12-25
|
article
|
| 69 |
Facilitators and Barriers of Implementation of Evidence-Based Parenting Support in Educational Settings
|
Moller, Nicholas
|
|
|
|
1 |
p. 189-206
|
article
|
| 70 |
Factors Influencing School Social Work Practice: A Latent Profile Analysis
|
Thompson, Aaron M.
|
|
2018
|
|
1 |
p. 129-140
|
article
|
| 71 |
Factors Shaping a Proactive Plan of Care for Student Mental Health
|
Nygaard, Malena A.
|
|
|
|
1 |
p. 253-266
|
article
|
| 72 |
From Consultation to Student Outcomes: The Role of Teacher Knowledge, Skills, and Beliefs in Increasing Integrity in Classroom Management Strategies
|
Coles, Erika K.
|
|
2015
|
|
1 |
p. 34-48
|
article
|
| 73 |
From Evidence to Impact: Joining Our Best School Mental Health Practices with Our Best Implementation Strategies
|
Lyon, Aaron R.
|
|
2019
|
|
1 |
p. 106-114
|
article
|
| 74 |
Healthy Environments and Response to Trauma in Schools (HEARTS): A Whole-School, Multi-level, Prevention and Intervention Program for Creating Trauma-Informed, Safe and Supportive Schools
|
Dorado, Joyce S.
|
|
2016
|
|
1 |
p. 163-176
|
article
|
| 75 |
Helping Students Heal: Observations of Trauma-Informed Practices in the Schools
|
Phifer, Lisa Weed
|
|
2016
|
|
1 |
p. 201-205
|
article
|
| 76 |
High-Functioning Autism Spectrum Disorder: A Framework for Evidence-Based Practice
|
Thomeer, Marcus L.
|
|
2017
|
|
1 |
p. 29-39
|
article
|
| 77 |
High School Teachers’ Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate
|
Johnson, Stacy R.
|
|
2016
|
|
1 |
p. 16-27
|
article
|
| 78 |
How Adolescent Girls Understand and Manage Depression Within Their Peer Group: A Grounded Theory Investigation
|
Pinto-Foltz, Melissa D.
|
|
2009
|
|
1 |
p. 36-43
|
article
|
| 79 |
Identifying Patterns of Coaching to Support the Implementation of the Good Behavior Game: The Role of Teacher Characteristics
|
Pas, Elise T.
|
|
2015
|
|
1 |
p. 61-73
|
article
|
| 80 |
Impact of Trauma-Informed Training and Mindfulness-Based Social–Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed-Methods Study
|
Kim, Sue
|
|
|
|
1 |
p. 55-68
|
article
|
| 81 |
Implementation and Outcomes of a National School-Based Mental Health Program for Middle School Students in Chile
|
Canenguez, Katia M.
|
|
|
|
1 |
p. 165-176
|
article
|
| 82 |
Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial
|
Sutherland, Kevin S.
|
|
2014
|
|
1 |
p. 21-33
|
article
|
| 83 |
Implementation of School-Based Behavioral Health Services Over Time: A Longitudinal, Multi-level Qualitative Study
|
Massey, Oliver T.
|
|
|
|
1 |
p. 201-212
|
article
|
| 84 |
Implementing Trauma—Informed Practices in the School Setting: A Pilot Study
|
Perry, Diana L.
|
|
2016
|
|
1 |
p. 177-188
|
article
|
| 85 |
Improving Implementation of a School-Based Program for Traumatized Students: Identifying Factors that Promote Teacher Support and Collaboration
|
Baweja, Shilpa
|
|
2015
|
|
1 |
p. 120-131
|
article
|
| 86 |
Incorporating Well-Adjusted Peers in a Conduct Problems Prevention Program: Evaluation of Acceptability, Fidelity, and Safety of Implementation
|
Hektner, Joel M.
|
|
2016
|
|
1 |
p. 66-77
|
article
|
| 87 |
Initial Development of Multi-item Direct Behavior Rating Measures of Academic Enablers
|
Volpe, Robert J.
|
|
|
|
1 |
p. 77-87
|
article
|
| 88 |
Intensive Cognitive Behavioral Therapy for Anxiety Disorders in School-aged Children with Autism: A Preliminary Comparison with Treatment-as-Usual
|
Fujii, Cori
|
|
2012
|
|
1 |
p. 25-37
|
article
|
| 89 |
Introduction to the Special Issue of School Mental Health on Best Practices in Effective Multi-tiered Intervention Frameworks
|
Fabiano, Gregory A.
|
|
2018
|
|
1 |
p. 1-3
|
article
|
| 90 |
Inventory of School Supports-Youth Report (ISS-YR): Development and Validation with Military-Connected Students
|
Steggerda, Jake C.
|
|
|
|
1 |
p. 225-238
|
article
|
| 91 |
Investigating the Effects of Motivational Interviewing Compared to Action Planning in Support of the Emotional and Academic Success of Ninth Grade Students in Advanced Placement Classes
|
Shum, Kai Zhuang
|
|
|
|
1 |
p. 207-224
|
article
|
| 92 |
Is Medication Information for Children with Autism Spectrum Disorder Monitored and Coordinated Across Professionals? Findings from a Teacher Survey
|
Koegel, Lynn K.
|
|
2013
|
|
1 |
p. 48-57
|
article
|
| 93 |
Knowledge, Skills, and Self-reflection: Linking Trauma Training Content to Trauma-Informed Attitudes and Stress in Preschool Teachers and Staff
|
Loomis, Alysse M.
|
|
|
|
1 |
p. 101-113
|
article
|
| 94 |
L2 Motivational Self System in Practice: Alleviating Students’ Learned Helplessness Through a Vision-Based Program
|
Ghasemi, Farshad
|
|
|
|
1 |
p. 179-188
|
article
|
| 95 |
Longitudinal Effects of a Motivationally Focused Strategy to Increase the Yield of Training and Consultation on Teachers’ Adoption and Fidelity of a Universal Program
|
Merle, James L.
|
|
|
|
1 |
p. 105-122
|
article
|
| 96 |
Measuring School Staff Confidence and Worries to Deliver Mental Health Content: An Examination of the Psychometric Properties of Two Measures in a Sample of Secondary School Staff
|
Dwan-O’Reilly, Maeve
|
|
|
|
1 |
p. 41-52
|
article
|
| 97 |
Measuring Subjective Wellbeing in a School Context: A Polish Version of the Student Subjective Wellbeing Questionnaire
|
Zadworna, Magdalena
|
|
|
|
1 |
p. 231-246
|
article
|
| 98 |
Mental Health Help-Seeking Patterns Among Early Adolescents Across Indicators of Adversity
|
DuPont-Reyes, Melissa J.
|
|
|
|
1 |
p. 177-188
|
article
|
| 99 |
Modeling the Mental Health Practice Change Preferences of Educators: A Discrete-Choice Conjoint Experiment
|
Cunningham, Charles E.
|
|
2013
|
|
1 |
p. 1-14
|
article
|
| 100 |
Moderating Role of Individual and Familial Characteristics in the Improvement of Organizational Skills Following ADHD Youths’ Participation in the TRANSITION Project
|
Girard-Lapointe, Julie
|
|
|
|
1 |
p. 66-80
|
article
|
| 101 |
Multilevel Barriers and Facilitators to Sustainability of a Universal Trauma-Informed School-Based Mental Health Intervention Following an Efficacy Trial: A Qualitative Study
|
Arnold, Kimberly T.
|
|
|
|
1 |
p. 174-185
|
article
|
| 102 |
Optimistic Teaching: Improving the Capacity for Teachers to Reduce Young Children’s Challenging Behavior
|
Steed, Elizabeth A.
|
|
2012
|
|
1 |
p. 15-24
|
article
|
| 103 |
Parents’ Perspectives of Collaboration with School Professionals: Barriers and Facilitators to Successful Partnerships in Planning for Students with ASD
|
Tucker, Vanessa
|
|
2013
|
|
1 |
p. 3-14
|
article
|
| 104 |
Patterns in School-Based Mental Health Visits and Psychotropic Medication Prescribing Before and During the COVID-19 Pandemic
|
Benefield, Halei
|
|
|
|
1 |
p. 15-24
|
article
|
| 105 |
Perceived Weight Status Effect on Adolescent Health-Risk Behaviors: Findings from 2007 and 2009 Rhode Island Youth Risk Behavioral Survey
|
Jiang, Yongwen
|
|
2011
|
|
1 |
p. 46-55
|
article
|
| 106 |
Perceptions from School Personnel on the Impact of Disordered Parental Substance Use Among Adolescents
|
Cantu-Weinstein, Ashley
|
|
|
|
1 |
p. 202-219
|
article
|
| 107 |
Perceptions of School Climate Among Subgroups of Aggressive and Victimized Youth
|
O’Connor, Kelly E.
|
|
|
|
1 |
p. 169-181
|
article
|
| 108 |
Pilot Evaluation of K-12 School Security Professionals Online Training: Understanding Trauma and Social–Emotional Learning
|
Espelage, Dorothy L.
|
|
|
|
1 |
p. 41-54
|
article
|
| 109 |
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Preventing and Intervening with Bullying in Schools: A Framework for Evidence-Based Practice
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Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children
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Put Me in, Coach: Observations on Selected Studies Implementing Supportive Interventions to Teachers
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School-Based Interventions for Aggression and Defiance in Youth: A Framework for Evidence-Based Practice
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School-Based Screening of Social Determinants of Health: A Scoping Review
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School-Based Suicide Prevention: A Framework for Evidence-Based Practice
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School Demands and Resources as Predictors of Student Burnout Among High School Students
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Perfect, Michelle M.
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Screening for Behavioral and Emotional Risk Versus Traditional School Identification Methods
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Eklund, Katie
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Secondary Teachers’ Perceptions of their Role in Suicide Prevention and Intervention
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Hatton, Victoria
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Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic
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Stressed Teachers Don’t Make Good Implementers: Examining the Interplay Between Stress Reduction and Intervention Fidelity
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Larson, Madeline
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Student-Report Measures of School Climate: A Dimensional Review
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Suicidality in Black American Youth Living in Impoverished Neighborhoods: Is School Connectedness a Protective Factor?
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Tomek, Sara
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Supporting Social and Emotional Skills After a Disaster: Findings from a Mixed Methods Study
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Powell, Tara M.
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Teacher Acceptability of Evidence-Based and Promising Treatments for Children with Attention-Deficit/Hyperactivity Disorder
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Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and During Implementation: Relations to Implementation Integrity and Student Outcomes
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Teachers’ Perceptions of Non-Suicidal Self-Injury in the Schools
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Heath, Nancy L.
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Testing a Dual Continuum Model of Belonging and Loneliness in Schools: Predicting Social–Emotional Health Among Korean Children
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Testing Pathways Linking Socioeconomic Status, Academic Performance, and Cyberbullying Victimization to Adolescent Internalizing Symptoms in South Korean Middle and High Schools
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Lee, Jungup
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Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades
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The Bullying Literature Project: Promoting Bystander Behavior Using Children’s Literature
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The Core Curricular Content of School-Based Mindfulness Programs
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The Homework Problems Checklist: Psychometric Properties and Usefulness in teens with and without ADHD
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The Impact of Working Alliance, Social Validity, and Teacher Burnout on Implementation Fidelity of the Good Behavior Game
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The Importance of Mindfulness in Explaining the Relationship Between Adolescents’ Anxiety and Dropout Intentions
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The Mental Health of Transgender Young People in Secondary Schools: A Scoping Review
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The Relationship Between School Violence-Related Stress and Quality of Life in School Teachers Through Coping Self-Efficacy and Job Satisfaction
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The Self-Report Coping Measure in an Urban School Sample: Factor Structure and Coping Differences
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Tier 2 Mental Health Interventions in Primary and Secondary Schools: A Scoping Review
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Toward a Blueprint for Trauma-Informed Service Delivery in Schools
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Traditional Victims and Cybervictims: Prevalence, Overlap, and Association with Mental Health Among Adolescents in Singapore
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Trauma Exposure in Elementary School Children: Description of Screening Procedures, Level of Exposure, and Posttraumatic Stress Symptoms
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Trauma-Informed Schools: Introduction to the Special Issue
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Overstreet, Stacy
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Treatment Fidelity in Brief Versus Standard-Length School-Based Interventions for Youth with Anxiety
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Twice as Nice? Sustained Exposure to a Universal Social–Emotional Learning Program Across Multiple Grades
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Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors
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Under the Surface: The Role of Covert Cues in Peer Suicide Risk Referrals
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Using Teacher Ratings to Assess the Association Between Mental Health Symptoms and Impairment in Children
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Using Teacher Ratings to Investigate Developmental Regression as a Potential Indicator of School-Age Symptoms in Students with Autism Spectrum Disorder
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Mire, Sarah S.
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Variation in Teachers’ Reported Use of Classroom Management and Behavioral Health Strategies by Grade Level
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What Do Preschool Teachers Know About Attention-Deficit/Hyperactivity Disorder (ADHD) and Does It Impact Ratings of Child Impairment?
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What Happens When Training Goes Virtual? Adapting Training and Technical Assistance for the School Mental Health Workforce in Response to COVID-19
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What Influences Educators’ Design Preferences for Bullying Prevention Programs? Multi-level Latent Class Analysis of a Discrete Choice Experiment
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What should a Universal School-Based Psychoeducational Programme to Support Psychological Well-Being amongst Children and Young People in South Africa Focus on and how should it be Delivered? A Multi-Stakeholder Perspective
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Who Benefits from Universal SEL Programming?: Assessment of Second Step© Using a Growth Mixture Modeling Approach
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Youth Mental Health Crisis Response: A Multiple Methods Study to Map Resources and Identify Facilitators and Barriers to Service Access
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Augsberger, Astraea
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Youth Mental Health First Aid (Y-MHFA) Trainings for Educators: A Systematic Review
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