This study investigates how players experience psychological benefits, specifically in promoting resilience and positive behavior change, in Soulsborne games. It is important to note that this study does not suggest video games as a substitute for professional therapy or mental health treatment. This inquiry holds significance for game researchers and designers, and broadens the conversation on the psychological impacts of video games, particularly in unconventionally challenging games. The methodologies used include a close reading of common design elements and a content analysis of public online discussions, underpinned by the principles of the self-efficacy theory and Self-Determination Theory. The close reading highlights four design elements of these games and how they leveraged essential factors for developing self-competence and motivation. These elements overlap significantly with strategies used in professional resilience training programs. The content analysis reveals a strong connection between the difficulty and design philosophy of Soulsborne games and player experiences of coping with personal difficulties or challenges. The findings support the hypothesis that active engagement with Soulsborne games may boost player resilience and catalyze positive behavior alterations, with potential implications for real-life personal development. However, the potential for researcher bias in the detailed examination and content analysis techniques should be acknowledged.

School recess can be a problematic setting due to inadequate safety, supervision, and structure. Peer praise notes (PPNs) is a school-wide positive behavior support strategy that was implemented during recess to address these concerns at a Title I elementary school. An ABAB reversal design across all students was employed to evaluate the effectiveness of PPNs. Overall changes in office disciplinary referrals (ODRs) in each phase of the design, an effect size that reflects a highly effective treatment, and a moderately strong and statistically significant negative correlation suggest that PPNs decreased ODRs. Results from social validity surveys completed by eight recess aides and 88 students indicated that participants had positive perceptions of PPNs improving student behavior and peer relations, communicating playground rules, extending supervision responsibilities, and offering structured activity to peer praisers. Students' perceptions were overall more positive than the recess aides' perceptions. Limitations, future research, and implications are addressed.

This phenomenological study captured the experiences of elementary educators with the purpose of gathering their perceptions of the use of restorative practices and positive behavior supports in their schools with a particular focus on how these programs influenced school climate, their professional efficacy, and their job satisfaction. Results of interviews lead to the emergence of seven major themes, which were the importance of understanding the underlying causes of student behavior, change, common practices of positive behavior supports and restorative practices, benefits for students, benefits for educators, struggles with implementation, and suggestions for implementation. These findings led to the identification of seven implications for practice and six recommendations for future research.

The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The video was taken in twelve-minute segments every day. Later, the video was coded for specific behaviors. Although there were gains in appropriate intervention strategies from teachers and assistants during the intervention phase, the interventions generally peaked a week or two after the classes ended and gradually declined. Teacher skills were retained however, as most ratios of appropriate interventions maintained at higher rates than baseline. Relationships between student behavior and correct teacher interventions were established and maintained. The intervention resulted in changes in staff behavior, but results did not sustain at high levels over time. The realization that escape maintained some student behavior, and teaching skills to "test" for function, were likely the most important concepts for many of the participants. Further research should include adding a behavior coach to assist in shaping the teaching staffs' emerging skills and to provide a sounding board when developing specific student interventions.

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The number of students with mental health challenges has increased significantly in public schools during the past 10 years. Despite school and community efforts many students remain underserved, specifically at-risk populations. At-risk youth are more likely to experience adverse life outcomes such as performing poorly in school, dropping out of school, acting violently, and facing higher instances of mental health challenges when compared to peers with fewer risk factors. The purpose of this qualitative study was to examine specialized instructional support personnel’s attitudes and willingness to implement a change model, ISF, to support at-risk youth in the public school system. A secondary aim of this study was to answer the question of the attitudes of specialized instructional support personnel to provide insight for decision makers considering adopting this change model. The research question posed was: What are specialized instructional support personnel’s attitudes toward implementing a mental health change model, ISF, in their school district? This study also contributed to furthering the knowledge of a complex service delivery system intended to enhance student performance by identifying support structures that promote student wellness. The results of this study indicated the specialized instructional support personnel interviewed would be willing to support elements of the ISF.

Made available in DSpace on 2016-06-02T19:44:06Z (GMT). No. of bitstreams: 1 3165.pdf: 2756281 bytes, checksum: 7a58a21f1ce7b83bb593cd96b8f6be06 (MD5) Previous issue date: 2010-07-13 / Universidade Federal de Sao Carlos / Expectations on inclusive education have demanded the creation of new staff roles in schools. In an inclusive school environment, an important aspect of the role of educational psychologists that seems to be a promising picture in this profession is to promote and develop strategies and guidelines for consideration and adoption of the Collaborative Consultation in the Schools, building partnership with teachers and families. The aim of this study was to evaluate the effects of a preventive intervention program, based in the principles of the Collaborative Consultation in Schools and the Positive Behavior Support models, designed to prevent and minimize behavior problems. The study has been conducted in three 1st. grade classrooms in a public elementary school located within the state of São Paulo, assessing three teachers of these classrooms, fifty-five pupils, and eighteen families participation. The study has been carried out in four phases. In Phase 1, the ethical procedures were followed to contact the school. In Phase 2 at the pre-test stage, participating families were asked to complete the Parenting Styles Inventory (PSI) instruments as well as the teachers were requested to complete the Child and Youth Behavior Inventory (6-18 years)/Teacher Report Form (TRF). In Phase 3, the preventive intervention program was implemented, targeting and focusing on teachers, pupils, and participating families. Finally, in Phase 4, at post-test stage, both instruments were repeated and moreover individual focal groups meetings were held with teachers and families in order to examine the social validity of the study as well as it was gathered qualitative data to analyze the effects of the previously applied intervention program. To assess the impact of the intervention, MANOVA test was applied to the results obtained with the PSI and the TRF. Regarding parenting styles, there was a statistically significant increase in the parenting style index, with respect to the positive monitoring and moral behavior, and a statistically significant decrease in relaxed discipline, and in the negative monitoring. In relation to student behavior, according to reports from teachers, there was a statistically significant decrease either in internalizing or externalizing problems, or in total problems. The results of the focal group meetings held with the families provided information about favorable and unfavorable aspects of the intervention; it was noticed positive changes in child and family behavior; it was evaluated the position of a psychologist within the school. Finally, the meetings with the teachers allowed to gather information about the characteristics of the collaboration that were included in the developed intervention; favorable and unfavorable aspects of the intervention; positive changes related to student behavior at school and their quality of life; degree of applicability of the developed strategies; evaluation of the position of a psychologist at the school. / A perspectiva da inclusão escolar tem demandado novos papéis para os profissionais da escola. Um papel que parece promissor para o psicólogo no ambiente escolar inclusivo é o de prestar Consultoria Colaborativa Escolar, atuando em parceria com professores e familiares. O objetivo do estudo foi avaliar os efeitos de um programa de intervenção preventiva, baseado nos modelo de Consultoria Colaborativa Escolar e Suporte Comportamental Positivo, voltado para prevenir e minimizar problemas comportamentais. O estudo foi realizado em três salas de aula do primeiro ano de uma escola municipal de ensino fundamental, localizada no interior do estado de São Paulo, e contou com a participação das três professoras de sala, 55 alunos e 18 familiares. O estudo foi conduzido em quatro etapas. Na Etapa 1, foram realizados os procedimentos éticos e foi efetuado o contato com a escola. Na Etapa 2, fase de pré-teste, foram aplicados os instrumentos Inventário de Estilos Parentais (IEP), junto aos familiares participantes, e o Inventário dos Comportamentos de Crianças e Adolescentes 6-18 anos/Relatório para Professores (TRF), junto às professoras. Na Etapa 3, o programa de intervenção preventiva foi implementado e teve como alvo as professoras, os alunos e os familiares participantes. Por fim, na Etapa 4, fase de pós-teste, os dois instrumentos foram reaplicados e foram realizadas reuniões de grupo focal com as professoras e os familiares, separadamente, com o objetivo de verificar a validade social do estudo assim como levantar dados qualitativos sobre os efeitos do programa de intervenção realizado. Para avaliar o impacto da intervenção, foi aplicado o teste MANOVA nos resultados obtidos por meio do IEP e do TRF. Quanto aos estilos parentais, houve aumento estatisticamente significativo no índice de estilo parental (iep), no que diz respeito à monitoria positiva e ao comportamental moral, e diminuição estatisticamente significativa na disciplina relaxada e na monitoria negativa. Em relação ao comportamento dos alunos, segundo relato das professoras, houve diminuição estatisticamente significativa nos comportamentos do tipo internalizante, externalizante e nos problemas totais. As reuniões de grupo focal realizadas com os familiares permitiram levantar dados sobre aspectos favoráveis e desfavoráveis da intervenção; mudanças positivas observadas no comportamento das crianças e dos familiares; avaliação sobre a presença do psicólogo na escola. Finalmente, as reuniões com as professoras possibilitaram levantar informações sobre as características da colaboração que estavam presentes na intervenção desenvolvida; aspectos favoráveis e desfavoráveis da intervenção realizada; mudanças positivas relacionadas com o comportamento dos alunos na escola e com a qualidade de vida dos mesmos; grau de aplicabilidade das estratégias desenvolvidas; avaliação sobre a presença do psicólogo na escola.

The purpose of this phenomenological qualitative study was to explore the lived experiences of school counselors who address the mental health needs of students through at least one of the following educational evidenced-based programs: Positive Behavior Intervention and Supports, Response to Intervention, Restorative Practices, and Student Assistance Program. EBPs have evolved as a staple of quality educational programming with a focus on best practices, data, and accountability. Over the past several decades, school counselors have struggled to demonstrate efficiency, accountability, and transparency consistently in counseling outcomes (Generali, Foss-Kelly, & McNamara, 2013). Recent literature in school counseling embraces the movement toward evidenced based practices to urge counselors to demonstrate their capacity for leadership, advocacy, and accountability (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2014; Goodman-Scott, Betters-Bubon, & Donohue, 2015). Six significant themes emerged through data analysis: 1) Cultivating advocacy and leadership skills; 2) Recognizing benefits of EBP integration; 3) Being frontline in mental health as personal-social domain dominates school counselor role; 4) Collaborating and consulting with school and community stakeholders; 5) Needing supportive environment to promote mental wellness; and 6) Navigating EBP implementation challenges. Findings from this study suggest that promoting mental wellness using EBPs is conducive to address the personal social needs of students. Moreover, the school counselor participants indicated that the EBPs reviewed were valuable school reform models as the EBPs address students’ mental health needs. The findings also suggest that school counselors, as key educational stakeholders, should be included in the discourse of EBP advancement, execution, and assessment.

This study reports long-term evaluation of school-wide positive behavior support (SWPBS) in a rurally-located K – 8 and a middle school. With assistance from a university-based PBS project, these schools developed and implemented a SWPBS program. Target positive behaviors (respect, responsibility, cooperation) were operationally defined and directly taught to students. A reward ticket system was used to reinforce students’ positive behaviors. Office discipline referrals (ODRs) and reward tickets were recorded. At the end of each grading period, students with at least 1 ticket attended a school-wide celebration. An A-B case study design analyzed results for five-years for the K-8 and four years for the middle school. Following the first year of SWPBS, ODR rates decreased substantially, correlating moderately with reinforcement tickets given. Compared to two similar schools without SWPBS in the same district, the K-8 school’s had substantially fewer overall ODRs and fewer students with high-risk levels of referrals. ODR reductions resulted in recovering an average 5.25 and 10 student class hours and 11.75 and 25 administrative hours in the elementary and middle schools, respectively. These results replicated and extended effects reported by others. Issues regarding consistent SWPBS implementation and measurement of its effects as well as future research are addressed. [Abstract is from a repeated presentation at the Annual Conference of the Association for Bheavior Analysis International San Antonio, TX]