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Open Access Publications from the University of California

Scholarly Works (6 results)

  • Article
  • Peer Reviewed
UC Santa Barbara Previously Published Works (2014)
Research indicates that school discipline policies and practices have a significant influence on both student and school functioning. The purpose of this article is to uncover how the ethical standards guiding the field of school psychology inform school decisions about discipline in a three-tiered approach. Various discipline approaches, empirical research evaluating the effectiveness of these approaches, and the role of school psychologists in school discipline decision making are reviewed. Ultimately, this integration of theory, empirical research, and ethical standards points to the importance of creating comprehensive and individualized school discipline policies that apply ethically sound practices at all three tiers of intervention. Implications for practicing school psychologists are discussed. © 2014 Wiley Periodicals, Inc.
    Cover page: ETHICAL CONSIDERATIONS IN A THREE‐TIERED APPROACH TO SCHOOL DISCIPLINE POLICY AND PRACTICE
    • Thesis
    • Peer Reviewed
    UC Santa Barbara Electronic Theses and Dissertations (2016)

    School discipline reform has gained considerable attention at the local, state and national levels in recent years, and in 2011 the U.S. Department of Education and Justice called for a focus on rigorous research that can guide school discipline policy decisions. School discipline climate, or the degree to which schools demonstrate student support and disciplinary structure, has been found to predict several outcomes associated with school discipline, including the racial suspension gap, student disengagement, and school safety. Based in authoritative parenting theory, researchers have theorized that entire schools can be characterized as having a school discipline climate typology, which reflect authoritative (high support, high structure), authoritarian (low support, high structure), permissive (high support, low structure), and uninvolved (low support, low structure) styles, and that these school discipline climate typologies are strongly related to the socialization of students to school norms and their success in school. In an effort to better understand this construct at the student and school-levels, the current study used multilevel latent class analysis (MLCA) to identify latent classes of student perceptions of school discipline climate, model school-level variation in these student experiences, and examine the relation between school discipline climate and important student and school demographic characteristics. Using a nationally representative sample of approximately 12,610 students nested within 580 public high schools in the U.S. from the Educational Longitudinal Study of 2002, results show that student perceptions of school discipline climate fall into four classes: authoritative, permissive, authoritarian, and uninvolved, which are consistent with authoritative parenting theory and the school discipline climate literature. In addition, schools tend to have one school discipline climate type that is experienced by more students than the others (a predominant school discipline experience), although considerable variability in individual student experiences exists. Student gender, ethnicity/race, and SES all impact a student’s likelihood of membership in these classes. Current findings address gaps in the previous literature on school discipline climate and have important implications for future research and school policy decisions.

      Cover page: Understanding School Discipline Climate: A Multilevel Latent Class Analysis Approach
      • Article
      • Peer Reviewed
      UC Santa Barbara Previously Published Works (2016)
        Cover page: Teacher Consultation to Enhance Implementation of School-Based Restorative Justice
        • Article
        • Peer Reviewed
        UC Santa Barbara Previously Published Works (2019)
        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. Using a case study to link screening to intervention, this paper describes a contemporary approach to complete mental health screening, identify candidates for Tier II intervention, select appropriate interventions, and monitor student outcomes. Implications and challenges for school psychologists are discussed.
          Cover page: Languishing students: Linking complete mental health screening in schools to Tier 2 intervention
          • Article
          • Peer Reviewed
          UC Santa Barbara Previously Published Works (2015)
          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., 2011), which does not use the term "bully," but includes behavioral items assessing frequency of peer victimization and whether or not that victimization involved any perceived power disadvantage, and (b) the Olweus Bully/Victim Questionnaire (Solberg & Olweus, 2003; Solberg, Olweus, & Endresen, 2007), which queries self-identification as a bully victim. We compared groups using a series of planned comparisons with ANOVA on self-reported emotional distress and withdrawal, behavioral reactivity and conduct problems, and prosocial behavior and peer competence, as measured by the Strengths and Difficulties Questionnaire (Goodman, 1997). Results revealed complexities regarding the experience of bullying. The perception of a power difference and having been bullied both related to psychosocial functioning in an interactive way, suggesting that both are important to query. Moreover, students who labeled themselves as victims of bullying reported poorer psychosocial functioning than those who had the experience of being bullied but did not adopt that label.
            Cover page: Psychosocial Functioning of Bullied Youth Who Adopt Versus Deny the Bully-Victim Label
            • Article
            • Peer Reviewed
            UC Riverside Previously Published Works (2023)
            Youth in the United States are experiencing mental health concerns at alarming rates. Considering the nation's legacy of racism and growing recognition of the impact of social determinants of health on educational and mental health inequities, it is imperative to re-envision how we approach mental health screening in schools to center equity. A focus on mental health screening for the sole purpose of identifying individual at-risk students ignores key contextual considerations, is ineffective in addressing health and educational inequities, and has the potential to perpetuate oppressive practices in schools. Equity-focused mental health screening requires a shift from individual- and deficit-focused approaches to systems- and holistic-focused approaches that (a) identify strengths and stressors among individuals, groups, and communities; (b) dismantle structural forms of oppression; and (c) promote positive mental health outcomes for minoritized youth. Integrating recommendations from the educational equity literature and critical school mental health frameworks, this paper identifies core considerations for equitable school mental health screening and provides guiding principles for each phase of the screening process, from screening readiness to execution to follow up. To implement these recommendations and transform school-based mental health care, schools should (a) incorporate multiple perspectives; (b) prioritize student, family, and community voices; and (c) build collaborative partnerships to co-construct a vision for equitable school mental health.
              Creative Commons 'BY-NC-ND' version 4.0 license
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