Dual-factor mental health in adolescence: Comparing classification methods.

Addressing adolescent mental health difficulties often begins by first correctly identifying students who are at risk when using universal mental health screeners in the school setting. A comprehensive conceptualization of mental health may enhance school psychologists' ability to effectively understand the mental health of students they serve. The dual-factor model of mental health posits a more holistic approach to mental health by capturing subjective-wellbeing scores alongside psychopathology.

Exploring a dual-factor mental health screening model with children in grades 5-10.

The dual-factor mental health (DFMH) model posits that mental health comprises two distinct yet interrelated dimensions: psychological distress and psychological well-being. This study used responses to a 10-item measure within a self-report risk survey to explore the prevalence rates and criterion validity of a DFMH screening model based on norm-referenced classifications with a nationally representative sample of U.S.

Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics.

Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning.

Demystifying longitudinal data analyses using structural equation models in school psychology.

Structural equation models (SEM) are a method of latent variable analysis that offer a high degree of flexibility in terms of modeling methods for applied research questions. Recent advancements associated with longitudinal SEM have unlocked innovative ways to decompose variance and to estimate mean trends over time (e.g.

Returning to School: Teachers' Occupational and COVID-19-Related Stress and Their Perceptions of School Climate.

Unlabelled: Minimizing teacher stress is an essential aspect of effective teaching and supporting a healthy school climate. Previous research has indicated that teachers who experience elevated levels of occupational stress may have a negative perception of their school's climate, poor mental/physical health, poor relationships with their students, and are less likely to stay within their occupations. In addition, recent research has shown that Americans have experienced an increase in stress levels since the beginning of 2020 due to COVID-19-related stressors.

Adolescent mental health profiles through a latent dual-factor approach.

The dual-factor model of mental health emphasizes the integration of subjective well-being and psychopathology to obtain a complete conceptualization of mental health. When used in schoolwide screenings, this dual-factor approach provides a more comprehensive picture of students' mental health. In a sample of adolescents (N = 404) attending a Midwestern U.

Bullying, victimization, and bystander behavior: Risk factors across elementary-middle school transition.

Students with mental health difficulties are at increased risk for victimization, and this risk may be exacerbated during the transition to middle school, when there is an increase in bullying behaviors. Through a social-ecological lens, the present study investigated how internalizing and externalizing problems in the fall of fifth grade were associated with bullying role behaviors in the fall of sixth grade and whether these associations differed by gender. This study expanded prior research by examining not only bullying and victimization, but also bystander behaviors (i.

Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction.

After a decade of research, grit has been linked to many adaptive outcomes for adolescents and the development of school-based interventions for promoting adolescents' grit has been recommended. However, a reconceptualization of grit and its measurement may be vital for future grit research and application. The currently predominant grit assessments may be inappropriate for youth populations, yielding evidence of low psychometric properties and variable criterion-related validity.