POSTER
SESSIONS (PO)
These visual displays provide an informal, interactive format for the presentation of research, data, and innovative practices and will be available on demand at any time during the convention week. They will also be available post-convention for 60 days.
What Makes Behavior Help for Early Childhood Teachers Most Effective
What Makes Behavior Help for Early Childhood Teachers Most Effective
Christine E Neddenriep, Ph.D., NCSP, Author; Christine Neddenriep, Author
Christine E Neddenriep, Ph.D., NCSP, Author; Christine Neddenriep, Author
Do you work with teachers who are challenged by the behavior of young children in their classrooms? Learn about what makes a statewide coaching program, that supports teachers, most effective.
Author(s):
Objectives:
- utilize the statewide program of Behavior Help Wisconsin as a model to support early childcare teachers and programs;
- evaluate the effects of a systems-level initiative to support students' social–emotional development; and
- describe how social–emotional coaching and consultation fit into a comprehensive role as outlined by the NASP Practice Model.
School Avoidance Post Reintegrating In-Person Learning: Experiences of Chronically Absent Adolescents
School Avoidance Post Reintegrating In-Person Learning: Experiences of Chronically Absent Adolescents
Samantha Mogilski, Author; Samantha Mogilski, Author
Samantha Mogilski, Author; Samantha Mogilski, Author
The present study attempts to elucidate features of postpandemic adolescent school avoidance in the United States, intending to increase understanding of student circumstances and guide the development of effective intervention.
Author(s):
Objectives:
- understand the lived experiences of chronically absent adolescents when attending school;
- understand the contexts that precede onset of absenteeism, as perceived by chronically absent adolescents; and
- explore implications for effective absenteeism intervention.
School-Based Social Anxiety: The Moderating Role of Emotion Dysregulation
School-Based Social Anxiety: The Moderating Role of Emotion Dysregulation
Marie Enderle, Author; Marie Enderle, Author
Marie Enderle, Author; Marie Enderle, Author
This session explores how emotion dysregulation moderates the relation between school-based social anxiety and various adjustment outcomes. Learn how emotion dysregulation interventions may impact school-based social anxiety in adolescents.
Author(s):
Objectives:
- understand how school-based social anxiety impacts various adjustment outcomes in adolescence;
- differentiate between the various components of emotion dysregulation;
- explain how emotion dysregulation impacts the strength of the relation between school-based social anxiety and various adjustment outcomes; and
Role of Family Communication in Chinese American Youth Mental Health
Role of Family Communication in Chinese American Youth Mental Health
Jin Hyung Lim, Author; Jin Hyung Lim, Author
Jin Hyung Lim, Author; Jin Hyung Lim, Author
This study explored the role of family communication in the association between racial discrimination and mental health outcomes among Chinese American youth during COVID-19.
Author(s):
Objectives:
- understand the promotive effect of affirming family communication in Chinese American youth's mental health;
- understand the negative impact of long lasting racial/ethnic discrimination against Chinese American communities on their mental health; and
- be aware of the utility of complete mental health screening when understanding Chinese American youth's mental health.
What happens to high school bullying victims during college, and what can help? Learn about mental health outcomes of bullying and the potential of emotion regulation as a protective factor.
Author(s):
Objectives:
- describe how high school bullying is associated with mental health during college;
- understand the role of emotion regulation as a protective factor against the adverse outcomes of bullying victimization; and
- support high school bullying victims and prepare them for the transition to college.
This poster will present findings illustrating the impact of a minority stress grounded group counseling program for LGBTQ+ students at a rural middle school in the Midwest.
Author(s):
Objectives:
- understand the value of prevention oriented support programming for LGBTQ+ adolescents to reduce minority stressors and improve well-being;
- reflect on progress monitoring tools that are useful for measuring intervention progress for LGBTQ+ youth; and
- learn how to implement a minority-stress grounded support program, Proud and Empowered, within their own schools or settings.
This presentation will describe the impacts of a restorative practices training for educators in Nebraska. Specifically, it will examine the training's impact on participants' knowledge, attitudes, beliefs, and implementation self-efficacy.
Author(s):
Objectives:
- learn about a restorative practices training process provided to Nebraska educators (including administrators, specialized school personnel, and teachers);
- learn about the impact of the training on educators' knowledge, attitudes, and beliefs about restorative practices; and
- understand the impact of the training on self-efficacy in restorative practices implementation, which is a critical component for success in fostering large-scale changes within school systems.
This study investigates the nonlinear relationships within key academic abilities using data from over five standardized, norm-referenced assessment batteries.
Author(s):
Objectives:
- learn about the subtle importance of nonlinear effects and how they influence the accuracy of case conceptualizations,
- learn about the difference between nonlinear effects that occur at different difficulty thresholds, and
- learn about nonlinear effects that occur at different levels of development relative to peers.
Student Functioning: The Impact of Student and Teacher Race
Rachel Greenroy, PhD, Author; Rachel Greenroy PhD, Author
Rachel Greenroy, PhD, Author; Rachel Greenroy PhD, Author
This study explored race based differences in teachers’ perceptions of students’ academic functioning and suggested interventions for students with perceived academic or behavioral difficulties.
Author(s):
Objectives:
- identify social factors that may contribute to the types of interventions recommended by teachers,
- identify social factors that may contribute to student progress, and
- develop an understanding pertaining to potential influence of teacher and student race and gender.
Generalization and Maintenance of Skills From a Positive Psychology Intervention
Aileen Kangavary, Author; Aileen Kangavary, Author
Aileen Kangavary, Author; Aileen Kangavary, Author
Discover how students in a positive psychology intervention plan to maintain and generalize learned content. Insights gained will inform strategies to enhance students' application strategies, sustaining well-being beyond the intervention.
Author(s):
Objectives:
- define generalization and maintenance in the context of positive psychology and explain why these concepts are critical for the long-term success of school-based interventions;
- describe the qualitative methods used in the study, including individual interviews and thematic analysis, and understand how these methods contribute to understanding students' perspectives on skill generalization and maintenance; and
- use the findings from the study to propose strategies for improving the generalization and maintenance of skills in positive psychology interventions, ensuring that students can effectively apply these skills in various settings postintervention.