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This study examined the perceived preparedness of educators working in Title 1 schools to address the mental health needs of students. Data were gathered from educators (defined as teachers and other school personnel; N = 299) employed by eight Title 1 public schools within one district in Florida, most of whom were K-5 teachers (n = 199). Participants completed measures of perceived role breadth (i.e., the degree to which they believe that attending to mental health needs is part of their role as an educator), self-efficacy in addressing student mental health needs, and attitudes toward trauma-informed care principles and ideals. Results showed that participants had a relatively high average score on the role breadth measure [M = 4.31 on a scale from 1 (low) to 5 (high)], indicating that they believe their role includes responsibility not only for student learning but also for attending to the mental health of students. Scores on the self-efficacy measure showed a moderate level of confidence in addressing the mental health needs of students [M = 3.08 on a scale from 1 (low) to 4 (high)], although there was variability in mean levels of confidence across different types of tasks. In terms of attitudes toward trauma-informed care, participants showed moderately positive attitudes on the ARTIC-10 [M = 5.05 on a scale from 1 (low) to 7 (high)]. Structural equation modeling was used to examine the relation between the outcome variable of attitudes toward trauma-informed care and the following predictor variables: school, role (teacher vs. non-teacher), role breadth, and self-efficacy. Results showed that role breadth and self-efficacy were significant and positive predictors (p < 0.01) of attitudes toward trauma-informed care. Implications for school-level trauma initiatives are discussed. [ABSTRACT FROM AUTHOR]

Researchers conducting small-scale cluster randomized controlled trials (RCTs) during the pilot testing of an intervention often look for evidence of promise to justify an efficacy trial. We developed a method to test for intervention effects that is adaptive (i.e., responsive to data exploration), requires few assumptions, and is statistically valid (i.e., controls the type I error rate), by adapting masked visual analysis techniques to cluster RCTs. We illustrate the creation of masked graphs and their analysis using data from a pilot study in which 15 high school programs were randomly assigned to either business as usual or an intervention developed to promote psychological and academic well-being in 9th grade students in accelerated coursework. We conclude that in small-scale cluster RCTs there can be benefits of testing for effects without a priori specification of a statistical model or test statistic. [ABSTRACT FROM AUTHOR]

The paper describes the applicability and acceptability of a selective intervention—Motivation, Assessment, and Planning (MAP)—for high school students that was developed based on the principles of motivational interviewing (MI) and tailored to the unique needs and strengths of students taking accelerated coursework, specifically Advanced Placement (AP) and International Baccalaureate (IB) classes. In addition to detailing the intervention in terms of MI spirit, processes, and relational and technical skills, we report applicability and acceptability data from a second iteration of MAP implementation in eight AP/IB programs in a Southeastern state during spring 2018. We analyzed quantitative and qualitative acceptability data from 121 high school freshmen (97 from AP and 24 from IB courses), as well as the seven MAP coaches who were trained using the Motivational Interview Training and Assessment System (Frey et al. 2017). To gain perspectives from the intended end users of the refined MAP, 12 school counselors and school psychologists who were not trained in MAP evaluated the intervention and provided qualitative and quantitative data on applicability and acceptability. All three stakeholder groups (students, coaches, and school mental health staff) rated and described the intervention as highly acceptable and appropriate for addressing the social-emotional needs of adolescents in AP/IB classes. [ABSTRACT FROM AUTHOR]

A typical mathematics assignment consists of a block of problems devoted to the same topic, yet several classroom-based randomized controlled trials have found that students obtain higher test scores when most practice problems are mixed with different kinds of problems—a format known as interleaved practice. Interleaving prevents students from safely assuming that each practice problem relates to the same skill or concept as the previous problem, thus forcing them to choose an appropriate strategy on the basis of the problem itself. Yet despite the efficacy of interleaved practice, blocked practice predominates most mathematics textbooks. As an illustration, we examined 13,505 practice problems in six representative mathematics texts and found that only 9.7% of the problems were interleaved. This translates to only one or two interleaved problems per school day. In brief, strong evidence suggests that students benefit from heavy doses of interleaved practice, yet most mathematics texts provide scarcely any. [ABSTRACT FROM AUTHOR]

High school freshmen in accelerated courses have known risk and resiliency factors that should be considered within systematic efforts to monitor and promote student academic and emotional well-being. This study created and evaluated a multi-method approach to identify students in Advanced Placement (AP) or International Baccalaureate (IB) courses with signs of risk mid-year in terms of stress, affective engagement, and academic performance. A total of 304 ninth grade students enrolled in AP/IB coursework and five AP/IB teachers at two public high schools in a southeastern state took part in the screening. Using the researcher-developed screening approach, a total of 117 students (38.5%) met criteria for risk in at least one academic or emotional area. These results were compared to those obtained using a teacher nomination form, which had been developed collaboratively by the teachers and researchers, that specified signs of emotional and academic risk. The teacher nomination procedure resulted in the identification of 39.3% of the at-risk student population (average sensitivity rate = 35.7% across teachers). Sensitivity of teacher nominations was higher when identifying academic risk (average = 59.9%) as compared to emotional risk (average = 27.9% and 39.6% of students with low school satisfaction and high stress, respectively). Findings support the collection of data from students (surveys of stress and school satisfaction) and school records (course grades) when identifying AP/IB students to consider for targeted services within a Multi-Tiered System of Supports. [ABSTRACT FROM AUTHOR]

Background: The co-occurrence of physical inactivity and poor mental health in the college student population can lead to chronic health issues that have negative short-term effects (e.g., academic success). Poor mental health is associated with long-term conditions (e.g., obesity, serious mental illness) that are linked to premature mortality. The purpose of this study was to examine the information–motivation–behavioral (IMB) skills model and evaluate its ability to explain the variance in the use of exercise prescription in mental health treatment.Mental health professionals (MHPs) (n = 255) were recruited from college counseling centers in the USA. Structural equation modeling was used to examine the relationship between the predictor variables of information (exercise knowledge and benefits of exercise), motivation (personal beliefs, perceived barriers, and organizational support), and behavioral skills (self-efficacy), and the outcome variable of exercise prescription (i.e., brief counseling and referral for exercise).The predictors accounted for 23% of the variance in exercise prescription (p = .001). Organizational support had a significant direct effect on exercise prescription (β = 0.27, p = .05). Personal beliefs (β = 0.96, p = .05) and organizational support (β = 0.31, p = .04) had significant direct effects on self-efficacy for prescribing exercise. MHP personal exercise behavior was associated with exercise prescription.MHPs may be willing to support physical activity promotion and exercise prescription, but organizational structures are critical to enhance and sustain the delivery of this adjunctive therapy. The personal exercise history of MHPs may be an important consideration for behavior change interventions. The development and validation of scales are important considerations for future intervention study design.Method: The co-occurrence of physical inactivity and poor mental health in the college student population can lead to chronic health issues that have negative short-term effects (e.g., academic success). Poor mental health is associated with long-term conditions (e.g., obesity, serious mental illness) that are linked to premature mortality. The purpose of this study was to examine the information–motivation–behavioral (IMB) skills model and evaluate its ability to explain the variance in the use of exercise prescription in mental health treatment.Mental health professionals (MHPs) (n = 255) were recruited from college counseling centers in the USA. Structural equation modeling was used to examine the relationship between the predictor variables of information (exercise knowledge and benefits of exercise), motivation (personal beliefs, perceived barriers, and organizational support), and behavioral skills (self-efficacy), and the outcome variable of exercise prescription (i.e., brief counseling and referral for exercise).The predictors accounted for 23% of the variance in exercise prescription (p = .001). Organizational support had a significant direct effect on exercise prescription (β = 0.27, p = .05). Personal beliefs (β = 0.96, p = .05) and organizational support (β = 0.31, p = .04) had significant direct effects on self-efficacy for prescribing exercise. MHP personal exercise behavior was associated with exercise prescription.MHPs may be willing to support physical activity promotion and exercise prescription, but organizational structures are critical to enhance and sustain the delivery of this adjunctive therapy. The personal exercise history of MHPs may be an important consideration for behavior change interventions. The development and validation of scales are important considerations for future intervention study design.Results: The co-occurrence of physical inactivity and poor mental health in the college student population can lead to chronic health issues that have negative short-term effects (e.g., academic success). Poor mental health is associated with long-term conditions (e.g., obesity, serious mental illness) that are linked to premature mortality. The purpose of this study was to examine the information–motivation–behavioral (IMB) skills model and evaluate its ability to explain the variance in the use of exercise prescription in mental health treatment.Mental health professionals (MHPs) (n = 255) were recruited from college counseling centers in the USA. Structural equation modeling was used to examine the relationship between the predictor variables of information (exercise knowledge and benefits of exercise), motivation (personal beliefs, perceived barriers, and organizational support), and behavioral skills (self-efficacy), and the outcome variable of exercise prescription (i.e., brief counseling and referral for exercise).The predictors accounted for 23% of the variance in exercise prescription (p = .001). Organizational support had a significant direct effect on exercise prescription (β = 0.27, p = .05). Personal beliefs (β = 0.96, p = .05) and organizational support (β = 0.31, p = .04) had significant direct effects on self-efficacy for prescribing exercise. MHP personal exercise behavior was associated with exercise prescription.MHPs may be willing to support physical activity promotion and exercise prescription, but organizational structures are critical to enhance and sustain the delivery of this adjunctive therapy. The personal exercise history of MHPs may be an important consideration for behavior change interventions. The development and validation of scales are important considerations for future intervention study design.Conclusion: The co-occurrence of physical inactivity and poor mental health in the college student population can lead to chronic health issues that have negative short-term effects (e.g., academic success). Poor mental health is associated with long-term conditions (e.g., obesity, serious mental illness) that are linked to premature mortality. The purpose of this study was to examine the information–motivation–behavioral (IMB) skills model and evaluate its ability to explain the variance in the use of exercise prescription in mental health treatment.Mental health professionals (MHPs) (n = 255) were recruited from college counseling centers in the USA. Structural equation modeling was used to examine the relationship between the predictor variables of information (exercise knowledge and benefits of exercise), motivation (personal beliefs, perceived barriers, and organizational support), and behavioral skills (self-efficacy), and the outcome variable of exercise prescription (i.e., brief counseling and referral for exercise).The predictors accounted for 23% of the variance in exercise prescription (p = .001). Organizational support had a significant direct effect on exercise prescription (β = 0.27, p = .05). Personal beliefs (β = 0.96, p = .05) and organizational support (β = 0.31, p = .04) had significant direct effects on self-efficacy for prescribing exercise. MHP personal exercise behavior was associated with exercise prescription.MHPs may be willing to support physical activity promotion and exercise prescription, but organizational structures are critical to enhance and sustain the delivery of this adjunctive therapy. The personal exercise history of MHPs may be an important consideration for behavior change interventions. The development and validation of scales are important considerations for future intervention study design. [ABSTRACT FROM AUTHOR]