Theory and research supports the implementation of cognitive and behavioural interventions (CBI’s) to address social, emotional and behavioural difficulties (SEBD) in children. The literature argues that schools are an ideal place in which to implement such interventions. As part of a county initiative, school staff were trained and offered follow up support by 2 Educational Psychologists (EPs) around the use of school-based CBI to support children who have SEBD. The 10 participants (from 5 schools) in this research were part of this initiative: they received 4 sessions of training followed by either monthly individual supervision, or group supervision, around their use of CBI. Training and supervision targeted implementation of key CB competences, selected from a competency framework recommended by ‘Improving Access to Psychological Therapies’ (IAPT, 2011). The research explored staff perceptions around the CB competences that they implemented, their methods of implementation and the barriers and facilitators to their implementation. The research used a mixed methodology design. Qualitative data was analysed using thematic analysis and quantitative data was analysed using descriptive statistics. Data was gathered through interviews, supervision sessions, intervention diaries and training evaluations. Exploration of facilitators and barriers to implementation was based on Durlak and DuPre’s (2008) model of intervention implementation. Facilitators/barriers discrete from this model were also identified. Identification and exploration of such factors can assist in ensuring quality implementation of school-based interventions in the future. This study demonstrates how school staff can implement a range of CB competences and through multi-levels of intervention in schools. The potential role of the EP in supporting school staff to implement CBI is also discussed.

Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and accounting for individual level support for crisis management situations for children or young people, at immediate risk of school exclusion. The studies are limited in exploring effective strategies and methods employed by a Specialist Educational Psychologist (SEBD) and the distinctive contribution of Specialist Educational Psychologists’ (SEBD) support. In the present study, a Specialist Educational Psychologist (SEBD) from an Independent Educational Psychology Service was identified to take part in the study. The Participant Specialist Educational Psychologist1 identified two casework examples of positive practice, whereby her input led to positive outcomes for the children with SEBD, at risk of permanent school exclusion. An in-depth single case study design was utilised to explore the strategies and methods employed by the Participant Specialist Educational Psychologist and her unique contribution from the Participant Specialist Educational Psychologist’s perspective and from the perspectives of the school professionals and parents involved in the two caseworks. Semi-structured interviews were used as a data gathering method and were analysed using Braun and Clarke’s (2006) six phased model of thematic analysis. An Integrated Thematic Map was produced made up of Seven Organising Themes. A content analysis was completed on documentary evidence of the Participant Specialist Educational Psychologist’s action plans and was triangulated with aspects of the findings from the thematic analysis. The effective strategies and methods applied by the Participant Specialist Educational Psychologist and the distinctive contribution of her support are described. The study provides ‘new’ and ‘confirmed’ insights into effective practice that aims to contribute to the skill set and knowledge of practitioner educational psychologists and through which, strengthen the support provided to schools for children or young people with SEBD, at risk of permanent school exclusion. The findings also provide insight to the distinctive role of the educational psychologist in effective specialist support and the specialist role within the profession. The insight is considered important in light of the current changes occurring within the profession and the Special Educational Needs (SEN) Review (DfE, 2011a; DfE, 2012a).

The problem in a suburban school district in a northwestern state is that fewer socioeconomic disadvantaged and minority students are graduating high school and attending post-secondary education than their White and economic middle-class counterparts. The disparity continues to expand the achievement gap between minorities and Whites within the education system and continues a cycle of poverty for the poorest and minority students. Bandura’s self-efficacy theory guided the study. The purpose of this bounded qualitative exploratory case study was to explore the advancement via individual determination (AVID) instructional strategies high school graduates used in their transition to post-secondary education. The research questions addressed which instructional strategies the AVID graduates learned and how they used the strategies in post-secondary education. The participants were 13 AVID high school graduates from a suburban northwestern school district who entered post-secondary education in 2014–2018. Data collected through one-on-one interviews were analyzed thematically using descriptive and axial coding to allow themes to emerge using the constructs of the framework. AVID students suggested that focused notetaking, collaboration, and self-regulatory behaviors assisted them in their academic success. Based on the findings, a 3-day professional development was created for high school teachers to design content area lessons featuring student collaborative groups, self-reflection, and notetaking strategies. This endeavor may contribute to positive social change when administrators provide teachers with grouping, social emotional, and instructional strategies for AVID enrollees, which may result in increased AVID graduates and post-secondary students.

archives@tulane.edu / Early social, emotional, and behavioral skills have been shown to be predictive of academic achievement and future success. With early intervention, effects of skill deficits can be mitigated (Albers, Glover & Kratochwill, 2007). However, less than half of the 10% to 20% of students who are thought to be at-risk receive the interventions they need (Bradshaw et al., 2008; Gresham, 2007). Schools are uniquely positioned to identify and provide interventions for students. As a result, administrators have begun to shift toward data-based decision-making models that include universal screeners, as initial steps for identifying and providing interventions for at-risk students. Selection of a screener is determined by the availability of resources, student demographics, and predictive validity. The purpose of this study was to investigate the Strengths and Difficulties Questionnaire, a social, emotional, and behavioral screener. Specifically, the study investigated the relationship between at-risk scores and behavior problems in schools. Study participants are 433 students in grades K to 4 attending an elementary charter school serving a predominantly low-income African American student body. Beginning-of-the year SDQ total difficulty scores and end-of-the year ODRs were analyzed using both correlational and regression analyses, to establish relationship and predictive ability of the screener. Both correlational and regression analyses confirmed a statistically significant relationship between SDQ total difficulty scores and end-of-the year ODRs. Therefore, universal screening provides schools with valuable baseline information about student social, emotional and behavioral functioning. / 1 / Raquel Gutierrez

Ninth grade year is the most important challenging year of high school. Many students struggle adjusting to the transition to high school. If supports are not in place, many ninth-grade students are at-risk of dropping out of school. The purpose of this study was to identify and examine the social emotional learning supports in Freshman Academy that assist in the transition to High School. A qualitative investigation was conducted to explore these social emotional supports. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of educators directly identified by their Academy Principals. This study employed processes of data collection that included the use of individual interviews found in qualitative design. Analysis of data happened in several steps: (a) transcribing all interviews that were recorded, (b) coding, (c) examining the themes of the codes, and (d) relating the themes to the research questions. The credibility of the analysis was supported by triangulation, member checks, and thick descriptions. The results revealed that seven themes emerged as identified supports which included: (a) Freshman Seminar programming, (b) personnel supports to include Dean of Students and the School Counselor, (c) Restorative Practices programming, (d) building relationships with students, (e)advisory, (f) informal SEL practices, and (g) teaming. Based on the research the following conclusions were presented: (a) schools use restorative practices as a means to provide SEL, (b) relationship building is a central focus, (c) and the Freshman Seminar course and content provide meaningful social emotional learning experiences.

The knowledge base targeting internalizing symptomatology in Native American children is surprisingly limited. As yet, it is not clear if the process and symptoms of internalizing disorders are the same across cultures. The need for further investigation is heightened by the fact that, compared to the majority population, Native Americans are believed to be at greater risk for psychological problems because of impoverished conditions, high unemployment, and high numbers of traumatic events on the reservations. Additionally, the losses of traditional culture and language are considered risk factors for greater psychopathology. The negative ramifications of internalizing disorders (e.g., depression and anxiety) include academic failure, lowered social skills and self-esteem, and greater risk for substance abuse and suicide. Furthermore, evidence suggests that all children with mental disorders are at high risk for severe psychopathology when left unidentified or untreated. It seems clear that additional research is needed to better understand internalizing symptoms among members of this cultural group. To help meet this need, the present study focused on internalizing disorders among Native American children from the southwest, utilizing a portion of extant data from the Flower of Two Soils Project. This project was one of very few methodologically sound studies that have been successful in obtaining multisource. multimethod data on social, emotional, and behavioral functioning of Native American children. Data were collected using a modified version of the Child Behavior Checklist (CBCL), Youth Self-Report (YSR), and Teacher's Report Form (TRF) assessment instruments for parents, teachers, and children. Findings with respect to elementary school-aged children found relatively high rates of depression, anxiety, somatization symptoms and, potentially, disorders. These findings are a cause for concern among parents, teachers, and all agencies responsible for children's mental health. Across all three informant groups a consistent pattern of negative correlations was observed between internalizing symptoms and child competencies. This finding is consistent with previous findings for the general population. However,. competitiveness and academic achievement were positively correlated with internalizing symptoms, perhaps indicating that an emphasis on competitiveness and individual achievement is stressful for children from a collectivistic Native American culture. This was a descriptive study providing broad exploratory information, but there remains a need for more focused research identifying multivariate relationships among relevant variables. These findings should be cautiously interpreted and with due consideration for the specific cultural and historical context of children and families. Recommendations are included for research and practice.

A suburban district in the southwestern region of the United States created a choice-based program in which students have the opportunity to address their social, emotional, and academic needs through a mid-day period where they have the ability to attend tutorials or engage in a variety of club and social activities. Each day, students choose the activity that best serves their needs, be those academic, social, or emotional. In order to determine students' attitudes, opinions, and uses of the program in an effort to improve its effectiveness for student success, this qualitative study was planned to respond to the research questions: (1) how do students spend the emPower period? and (2) what are students' thoughts, attitudes, and opinions with regards to emPower? The research began by examining student responses to a previous principal survey asking their opinions on the program. Following the analysis of the survey, focus group sessions of five students from each high school grade were held to discuss student perceptions, choices, and uses of the program. The discussions were audiotaped and transcribed. Thematic data analysis resulted in themes of stress, social life, environment, regulations, choice and tutorials. Findings included a continuum of maturity evident with students' choices as they progressed in grade level; enhanced student decision making and self-reflection; cultivating positive student-teacher relationships. Student suggestions for the program involved extending the time length of the period, teaching younger students to use the program effectively, and updating the way the advisory class is taught to be more beneficial to students.

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