No abstract

In an attempt to identify and intervene with students in need of services, the South Korean government has implemented national mental health screening. However, concerns raised about the unintended stigmatization of the screening assessment that focuses on student deficits prompts the need for additional research. This study evaluated the potential utility of an alternative screening approach that considers student strengths, in addition to symptoms of distress. Using a sample of 1,190 Korean adolescents enrolled in grades seven to nine, two latent profile analyses were conducted to identify underlying mental health strength and distress subtypes. Results identified five subtypes of psychological strengths and three subtypes of psychological distress. As hypothesized, students with higher levels of strengths and lower levels of distress reported better quality of life, academic performance, and higher life satisfaction. Implications for school based mental health screening and future directions for researchers and practitioners are discussed.

Early school-based mental health screeners were informed by a deficit paradigm that aimed to identify psychological distress symptoms. In comparison, following a wholechild perspective, a dual-factor approach has been proposed that assesses complete mental health using both positive dispositions and distress symptoms. Applying the dual-factor approach, the current study involved 118 students from 10th grade and examined how strongly subjective well-being (SWB) was associated with measures of positive psychological dispositions (Social Emotional Health Survey [SEHS]) and psychological distress (Behavioral and Emotional Screening System [BESS]). Results indicated that the strength-based SEHS explained 32% of the variance in the students' global SWB with the deficit-based BESS adding an additional 8% of explained variance. Implications for school-based mental health screening are discussed.Keywords universal screening, dual-factor model, strength-based assessment, subjective wellbeing, complete mental health School-based mental health services have focused primarily on identifying and treating symptoms of psychopathology and have tended to overlook how individual

In the literature, teacher self-efficacy has been found to increase teachers’ effective teaching strategies and students’ positive learning outcomes in inclusive education, which highlights the importance of identifying and fostering factors associated with increased self-efficacy. Thus, the purpose of the current study was to examine the relations between teachers’ demographic and background variables (i.e., age, teaching experience, and training experience), teachers’ beliefs toward inclusive education, and teachers’ self-efficacy. Specifically, this study aimed to test the mediating effects of teachers’ beliefs toward inclusive education on the relations between teachers’ demographic and background variables and their self-efficacy using structural equation modeling (SEM). Teacher beliefs toward inclusive education included the effectiveness of inclusive education on the social and cognitive development of children with disabilities and on non-disabled students’ understanding of the needs of children with disabilities. Results indicated that whereas teacher age and teaching and training experiences had no direct relations with teachers’ self-efficacy in inclusive education, teaching and training experiences had significant indirect relations with their self-efficacy through their beliefs toward inclusive education. Implications and future directions are discussed.

Although a few prior studies have explored the publication outlets of school and educational psychology scholars employed within the United States, past research has not yet examined the publication outlets of such scholars working outside of the United States. With the aim of addressing this gap in the literature and increasing empirical data related to internationalization in school and educational psychology, the present study gathered data about the publication outlets among international scholars in the field since 2000. Several findings are reported, such as the number of books, chapters, and journal articles published by participants, as well as the names of the journals that participants most frequently published in—within and across global regions. One key finding from the study was that school and educational psychology scholars around the globe frequently publish in discipline‐specific journals, but generally publish in a wide range of journals that focus on specific topics (e.g., behavior, child development). Additionally, it was found that the large majority of authors from our study published their studies in English.