scholarly journals The Impact of an Interpersonal-Psychological Theory of Suicide (IPT) Workshop on Rural K–12 School Counselors’ Assessment Knowledge and Self-Efficacy

2019 ◽  
Author(s):  
Teal Bohrer ◽  
Cass Dykeman
Keyword(s):  
United States ◽  
School Counselors ◽  
Self Efficacy ◽  
Psychological Theory ◽  
The United States ◽  
Probe Design ◽  
Suicide Assessment ◽  
K 12 ◽  
Interpersonal Psychological Theory ◽  
The Impact

Suicide rates across the United States continue to increase steadily. Rural communities tend to face barriers to suicide assessment and treatment that urban communities do not. School counselors working in rural education often serve as the primary screening tool for youths who might be at risk for suicide. Numerous models and theories have served as guidelines for explaining and assessing suicidal ideation. In 2009, Thomas Joiner introduced the interpersonal-psychological theory of suicide (IPT), an approach drawing on three main factors: perceived burdensomeness, thwarted belongingness, and acquired capability. Given the well-supported place of IPT in the literature, the present study utilized a nonconcurrent, multiple-baseline, multiple-probe design to examine the impact of a training model designed on this approach. Participants were K–12 school counselors employed in rural school districts across the United States. The results from this study demonstrated a significant increase in suicide-assessment knowledge, even when training was conducted remotely, but the results did not reveal a measurable change in self-efficacy. This is significant because it suggests increasing clinician knowledge around suicide assessment can be done through a cost-effective, remote platform, making it accessible to most people working in the mental health field. Future research should focus on the self-efficacy of school counselors, especially regarding factors that could influence the confidence of these individuals in making risk assessments.

scholarly journals Training Preservice Mental Health Counselors for Suicide Assessment: A Multiple Baseline Study

2019 ◽  
Author(s):  
Teal Bohrer ◽  
Cass Dykeman
Keyword(s):  
Mental Health ◽  
Suicidal Ideation ◽  
Self Efficacy ◽  
The United States ◽  
Multiple Baseline ◽  
Future Research ◽  
Probe Design ◽  
Mental Health Clinicians ◽  
Suicide Assessment ◽  
The Impact

Rates of death by suicide continue to increase across the United States. Mental health clinicians often have contact with individuals expressing suicidal ideation, but research suggests clinicians may not be appropriately prepared to assess a client’s suicide risk. Numerous models and theories explain and assess suicidal ideation. In 2009, Thomas Joiner and his colleagues proposed the interpersonal-psychological theory of suicide (IPT), which focused on three main factors strongly supported by research over the preceding decade. The present study utilized a nonconcurrent, multiple-baseline, multiple-probe design as well as a one-group pretest–posttest design to examine the impact of an IPT-based training model. Participants were preservice mental health clinicians currently enrolled in Master’s degree programs. Participants completed assessments on IPT knowledge and suicide-assessment self-efficacy, and results from this study indicated a significant increase in knowledge after completion of the training, as well as a slight decrease in self-efficacy. This study suggests that suicide-assessment training, even when done remotely, can increase suicide-assessment knowledge. Future research should explore preservice mental health clinicians’ self-efficacy as well as those factors influencing the confidence these professionals feel in their assessments of risk.

scholarly journals School Counselors’ Exposure to Student Suicide, Suicide Assessment Self-Efficacy, and Workplace Anxiety: Implications for Training, Practice, and Research

2021 ◽  
Vol 11 (3) ◽  
pp. 327-339
Author(s):  
Alexander T. Becnel ◽  
Lillian Range ◽  
Theodore P. Remley, Jr.
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Graduate Training ◽  
National Sample ◽  
American School Counselor Association ◽  
Suicide Assessment ◽  
Suicide Training ◽  
The Impact ◽  
Training Practice

In a national sample of current school counselors with membership in the American School Counselor Association (N = 226), we examined the prevalence of suicide training among school counselors as well as differences in suicide assessment self-efficacy and workplace anxiety between school counselors who were exposed to student suicide and those who were not. The results indicate that 38% of school counselors were not prepared for suicide prevention during graduate training. Although school counselors’ exposure to suicide was not related to their workplace anxiety, those who were exposed to a student suicide attempt had higher suicide assessment self-efficacy scores than those who were not. This study demonstrates the impact of suicide exposure on school counselors and the need for additional suicide assessment training.

Measuring School Climate Among Spanish-Speaking Students: A Systematic Review of Primary Methodological Studies

2019 ◽  
Vol 41 (4) ◽  
pp. 464-480 ◽  
Author(s):  
Lauren Rocha ◽  
A. Stephen Lenz ◽  
Yahyahan Aras
Keyword(s):  
United States ◽  
Systematic Review ◽  
School Climate ◽  
School Counselors ◽  
Internal Consistency ◽  
The United States ◽  
Spanish Speaking ◽  
Climate Assessment ◽  
K 12 ◽  
Methodological Studies

The present study is a systematic review of school climate measures developed for a Spanish-speaking K-12 population. Four instruments were included in the analyses representing data of 9,236 students with a mean of sample size of 2,309 students. Evidences for test content and internal structure were the most frequent representation of psychometric validity. Internal consistency, represented by Cronbach’s alpha, ranged between 0.62 and 0.94. In addition, three instruments were translated from scales developed in the United States as evidence for test content validity. The findings of validity evidence, internal consistency, and context will guide school counselors in deciding the appropriate school climate measure to use among United States Latina/o students in Spanish. Consequently, the school climate assessment will compel school stakeholders to use results to advocate for the growth and inclusivity of Latina/o students.

Hospital Homebound Students and K-12 Online Schooling: A Cross-Sectional Analysis (Preprint)

2021 ◽  
Author(s):  
Erik Black ◽  
Richard E. Ferdig ◽  
April Fleetwood ◽  
Lindsay A. Thompson
Keyword(s):  
United States ◽  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
The United States ◽  
Cross Sectional ◽  
Cross Sectional Analysis ◽  
K 12 ◽  
Sectional Analysis ◽  
The Impact

BACKGROUND The United States public educational system encourages inclusion, integrating learners with different needs in the same classroom students, including those with chronic disability and illness. However, a small but significant number of students with chronic illnesses or disabilities may not be healthy enough to attend school in a traditional environment. Hospital homebound programs serve these children by providing educational instruction for those living with short-term and chronic disabilities in non-school settings. These programs are publicly supported, differing significantly from homeschooling where, traditionally, a child’s parent or guardian assumes responsibility for the delivery of educational services. The limited research exploring hospital homebound programs describes them as challenged, characterized by instructors who may lack the qualifications to teach critical core subject matters and teach with limited instructional time. As online learning continues to become more mainstream in the United States, it is important to explore the impact that the medium could have on students with differing needs. The flexibility afforded by online education may provide opportunities for learners with disability that necessitates absence from traditional learning environments. OBJECTIVE This study sought to describe how a subset of learners with disability, those with a hospital-homebound designation, perform in K-12 online classes, particularly as compared to non-hospital homebound counterparts. METHODS A cross-sectional analysis was performed of all Florida Virtual School course enrollments from August 1, 2012, to July 31, 2018. Researchers analyzed 2,534-course enrollments associated with students who, at the time of their course enrollment, had hospital-homebound designation, and a comparison group of 5,470,591 enrollments from students without hospital-homebound status. RESULTS Hospital-homebound designed student academic performance was equivalent to their non-hospital homebound counterparts (P = .05 - .28). But, hospital-homebound course enrollments were 26% more likely to result in a withdrawal prior to grade generation (P < .01). CONCLUSIONS Hospital-homebound students represent a population under-served by many education systems, including online education. The results of this study provided evidence that when they can remain enrolled, hospital-homebound learners experience equivalent academic outcomes in online learning environments. These findings suggest that healthcare professionals should be made aware of the potentially equivalent outcomes for their patients, and virtual schools should seek to identify and create supports for these students.

Validation of Scores From the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers

2017 ◽  
Vol 37 (2) ◽  
pp. 194-208 ◽  
Author(s):  
Leigh M. Harrell-Williams ◽  
Jennifer N. Lovett ◽  
Hollylynne S. Lee ◽  
Rebecca L. Pierce ◽  
Lawrence M. Lesser ◽  
...  
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Rating Scale ◽  
Statistics Education ◽  
The United States ◽  
The Self ◽  
Validity And Reliability ◽  
K 12 ◽  
The Impact

Recently adopted state standards for middle grades and high school mathematics content have an increased emphasis on statistical topics. With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth. Using responses from a sample of 290 PSMTs from 20 institutions across the United States, this study presents validity and reliability evidence for the high school version of the Self-Efficacy to Teach Statistics (SETS-HS), which could be used to assess statistics teaching efficacy. Confirmatory factor analysis results via Rasch modeling support the use of three subscales, which exhibit adequate reliabilities and correspond to the three levels in the Pre-K–12 Guidelines for Assessment and Instruction in Statistics Education endorsed by the American Statistical Association. Item and rating scale analyses indicate that the 46 items and the six-category scale employed in the SETS-HS perform as intended.

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