Parent-youth and peer relationship inventories based on attachment theory measure communication, trust, and alienation, yet sibling relationships have been overlooked. We developed the Sibling Attachment Inventory and evaluated its psychometric properties in a sample of 172 youth ages 10-14 years. We adapted the 25-item Sibling Attachment Inventory from the Inventory of Parent and Peer Attachment-Revised peer measure. Items loaded onto three factors, identified as communication, trust, and alienation, α = 0.93, 0.90, and 0.76, respectively. Sibling trust and alienation correlated with depression (r = -0.33, r = 0.48) and self-worth (r = 0.23; r = -0.32); sibling trust and alienation correlated with depression after controlling for parent trust and parent alienation (r = -0.23, r = 0.22). Preliminary analyses showed good internal consistency, construct validity, and incremental predictive validity. Following replication of these properties, this measure can facilitate large cohort assessments of sibling attachment.

Understanding how cognitive‐behavioral therapy programs can be best implemented within the school environment is critical for ensuring that preventative mental health efforts reach all children and are most effective. The purpose of this study was to provide a qualitative analysis of students and school‐based facilitators' perspectives of a cognitive‐behavioral school‐based intervention. Thematic analysis was used to evaluate the feasibility of the program, with a focus given to acceptability, implementation, and perceived utility. School‐based facilitators (n = 10) provided data via weekly checklists. At the end of the program, facilitators also completed an online survey, and elementary students (n = 186) completed a questionnaire and open‐ended worksheet. Results indicated that the program was feasible for teaching important coping skills to elementary school students. While there were specific challenges and barriers reported regarding program implementation, the program was deemed useful, engaging, and beneficial for students overall. These findings provide invaluable information from key stakeholders that will permit revisions and improvements to the program post‐validation. This study also serves to further bridge the research‐to‐practice gap by incorporating facilitator and student perspectives into existing interventions to ensure the successful and sustained transfer of clinical practice into the school setting.

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