A Prospective Examination of Mental Health Trajectories of Disaster-Exposed Young Adults in the COVID-19 Pandemic.

This longitudinal study examines young adult mental health (MH) trajectories after exposure to natural disasters (i.e., hurricanes, wildfires, mudslides) across four waves, two pre- and two during the COVID-19 pandemic.

Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment.

Educators are often on the frontline of supporting the well-being of their students. Thus, it is critical to ask teachers what they need in regard to implementing trauma-informed practices in schools (TIPS). This mixed-methods, community-initiated needs assessment explored educators' well-being and use of trauma-informed resources.

Implementing youth participatory action research at a continuation high school.

Objective: To describe the process of implementing a Youth Participatory Action Research (YPAR) project at a continuation high school (CHS) and share the results of a youth-designed research project that explores barriers to high school completion.

Data Sources And Study Setting: YPAR was implemented across three cohorts at a CHS in the central coast of California from 2019 to 2022. Student survey respondents were enrolled CHS students between March and April 2021.

Posttraumatic growth, purpose, and trauma in university survivors of sexual assault.

This study focused on purpose as a key mechanism of posttraumatic growth for university student survivors of sexual assault. An online survey was completed by 278 participants of various ethnic, racial and gender backgrounds, recruited through email, social media, department subject pools, and Amazon Mechanical Turk. Researchers used mixed methods, concurrent triangulation approach in which quantitative and qualitative data were collected simultaneously with closed and open-ended questions.

Associations of School Diversity with Students' Race-based Victimization and School Connectedness: A Combined Influence of Student and Teacher Racial/Ethnic Diversity and Socioeconomic Diversity.

School diversity has been shown to be associated with students' school experiences. However, most studies have focused solely on student racial/ethnic diversity, in spite of the multifaceted nature of diversity. This study assessed how the combined influence of student and teacher racial/ethnic diversity and socioeconomic diversity were related to race-based victimization, school connectedness, and racial/ethnic disparities of these outcomes.

Social support profiles associations with adolescents' psychological and academic functioning.

Social support is empirically linked to improved adolescent psychological and academic functioning. This study explored typologies characterized by family, peer, and school support among students in early (Grade 7; n = 27,399) and late (Grade 11; n = 27,984) adolescence. We assessed how each latent profile related to key aspects of psychological and academic functioning and the moderation of gender in these associations.

Child Maltreatment Prevention Service Cases are Significantly Reduced During the COVID-19 Pandemic: A Longitudinal Investigation Into Unintended Consequences of Quarantine.

Unprecedented financial and emotional stress, paired with measures to slow the spread of COVID-19 (e.g., school closures), place youth at risk for experiencing increased rates of abuse.

Decision-Making Model for Addressing Role Conflict for Psychology Trainees When Supporting Family and Community.

As the field of psychology continues to make efforts to diversify the field, training programs must adapt to include the needs of diverse students. Universities in the United States mirror middle-class norms and values, which implies that students are expected to separate from familial roles and focus on their personal growth. This conflicts with core values and intentions of students from collectivist cultures.

Transgenerational Trauma and Mental Health Needs among Armenian Genocide Descendants.

The trauma of a genocide can be transmitted to subsequent generations though familial mental health, sociopolitical trauma, and cultural narratives, thereby impacting mental health and well-being. Understanding specific mechanisms that are unique to each ethnic group impacted by genocide illuminates cultural, sociopolitical, and individual factors related to the transmission. For the Armenian community, the unresolved historical loss of the Armenian Genocide of 1915, with the threat of acculturation for such a large diasporic population, a continued denial by the perpetrators, as well as subsequent generations' refugee experiences, may further exasperate the impact of transgenerational trauma from the genocide.

Predictors of Mental Health Outcomes in Grocery Store Workers amid the COVID-19 Pandemic and Implications for Workplace Safety and Moral Injury.

Limited research exists on the mental health (MH) of grocery store workers (GSWs), who have been on the frontlines throughout the COVID-19 pandemic. A disaster MH conceptual model incorporating demographics, disaster exposure and threat (COVID-19 fear and workplace threat perception), perceived stress, and social support (lack of from family and friends) was utilized to predict MH outcomes (anxiety, depression, and post-traumatic stress symptoms; PTSS) of GSWs. GSWs ( = 842) were recruited through a regional union in California.

Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study.

As frontline education providers, teachers have encountered many challenges since the outbreak of the COVID-19 pandemic. To better understand teacher well-being during this crisis and inform practices to support them, this study employed an online survey with a mixed-methods approach to assess teacher well-being and the support they need to work effectively. A sample of 151 elementary school teachers in the United States was recruited in summer 2020 to complete an online survey through emails and social media outlets.

Elevating the Voices of Girls in Custody for Improved Treatment and Systemic Change in the Juvenile Justice System.

The U.S. juvenile justice system does not meet the needs of girls in custody, and often fails to address girls' symptoms of trauma and high rates of sexual exploitation histories.

Cyberbullying victimization and student engagement among adolescents: Does school climate matter?

Although the psychological impacts of cyberbullying victimization (CBV) have been documented, research is inconclusive about the role of contextual factors in the association between CBV and student engagement. Sampling 16,237 adolescents from 43 schools in Delaware, we used multilevel modeling to test how CBV was associated with emotional and cognitive-behavioral engagement at both the student and school levels, with the control for demographic factors and traditional bullying victimization (TBV). We also examined the moderating effects of school climate and grade level on the association between CBV and student engagement.

Languishing Students: Linking Complete Mental Health Screening in Schools to Tier II Intervention.

Despite innovations in the screening and early identification of students who may benefit from school mental health services, many schools struggle to link screening to intervention decisions, particularly at the Tier II level. Universal complete mental health screening, which measures strengths along with risk factors, is a strength-based approach that enables identification of students who do not report active mental health risk yet have limited psychosocial strengths. These languishing students are ideal candidates for Tier II interventions.

Protecting youth from gang membership: Individual and school-level emotional competence.

The current study examined the association between adolescent emotional competence, operationalized and measured at both the individual and the school levels, and gang membership. The study involved a sample of 12,040 students (51.4% females; mean = 16.

Initial evidence for the validity of the California Bullying Victimization Scale (CBVS-R) as a retrospective measure for adults.

Childhood bullying is an important predictor of psychological and health outcomes in adulthood; however, validated retrospective measures of childhood bullying are lacking. This study investigates the psychometric properties of an adult retrospective version of the California Bullying Victimization Scale (CBVS). The CBVS self-report measure was developed for use with children and adolescents to assess the three definitional characteristics of bullying (aggression that is chronic, intentional, and involves an imbalance of power), without using the term "bullying.

Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e.

Dating and Sexual Violence Research in the Schools: Balancing Protection of Confidentiality with Supporting the Welfare of Survivors.

Rigorous research and program evaluation are needed to understand the experience of dating and sexual violence among youth and the impact of prevention and intervention efforts. Our dilemma in doing this work occurred when youth disclosed dating and sexual violence on a research survey. What responsibility do researchers have to protect survivors' confidentiality as a research participant versus taking steps to ensure the student has the opportunity to access help? In our evaluation of a pilot dating violence prevention program, our protocols employed widely used procedures for providing resources to participants upon their completion of the survey and de-identifying survey data.

Associations between past bullying experiences and psychosocial and academic functioning among college students.

Objectives: This study examined whether childhood bullying victimization was associated with psychosocial and academic functioning at college.

Participants: The sample consisted of 413 first-year students from a large northeastern university.

Methods: Students completed an online survey in February 2012 that included items assessing past bullying involvement, current psychosocial and academic functioning, and victimization experiences since arriving at college.

Psychosocial functioning of bullied youth who adopt versus deny the bully-victim label.

This study addressed a need for research on the association between adopting or denying the label of bully victim and students' psychosocial functioning. Participants were 1,063 students in Grades 5, 7, and 9 in a school district in the northeastern United States. Students were grouped based on their pattern of responses to (a) the California Bully Victimization Scale (Felix et al.

Identifying bully victims: definitional versus behavioral approaches.

Schools frequently assess bullying and the Olweus Bully/Victimization Questionnaire (BVQ; Olweus, 1996) is the most widely adopted tool for this purpose. The BVQ is a self-report survey that uses a definitional measurement method--describing "bullying" as involving repeated, intentional aggression in a relationship where there is an imbalance of power and then asking respondents to indicate how frequently they experienced this type of victimization. Few studies have examined BVQ validity and whether this definitional method truly identifies the repetition and power differential that distinguish bullying from other forms of peer victimization.

Getting precise and pragmatic about the assessment of bullying: the development of the California Bullying Victimization Scale.

Accurate assessment of bullying is essential to intervention planning and evaluation. Limitations to many currently available self-report measures of bullying victimization include a lack of psychometric information, use of the emotionally laden term "bullying" in definition-first approaches to self-report surveys, and not assessing all components of the definition of bullying (chronicity, intentionality, and imbalance of power) in behavioral-based self-report methods. To address these limitations, we developed the California Bullying Victimization Scale (CBVS), which is a self-report scale that measures the three-part definition of bullying without the use of the term bully.