The Achieving Success Everyday (ASE) group counseling model is discussed to support homeless students' unique and complex needs. The phenomenology of student homelessness is reviewed, as well as how residential and environmental instability negatively impacts students' academic and psychosocial functioning. Social support for homeless students is also discussed. Next, the ASE group model is described in detail and existing research on its application in school settings is reviewed. Implications for research and practice are provided as they may influence future efforts to support homeless students. Session examples are used to help school personnel apply the ASE model in their respective schools and communities.

Leadership for Safe Schools is every school and district leader's guide to developing practical policies and carefully designed action plans to ensure that K–12 students are physically and psychologically safe, secure, and supported. With today's students experiencing soaring rates of depression, anxiety, trauma, loneliness, and suicidality—in addition to the effects of the COVID-19 pandemic and the normalization of school shootings—school personnel desperately need multifaceted approaches that decrease violence, facilitate social connectedness, and promote emotional well-being. This book's proactive, preventive, and responsive Three Pillar Model offers a coherent framework for creating safe and supportive schools and fostering student mental health. Each chapter guides school leaders and administrators to implement evidence-based interventions and strategies, including: strategies for school safety, threat assessment, suicide prevention, and anti-violence efforts easy-to-apply improvements to school climate and culture social supports for diverse students, including the marginalized, victimized, and at-risk effective partnerships with families, communities, and other spheres of influence principles from positive psychology and social-emotional learning research-based strategies for trauma-informed care and crisis response Whether you are a principal or superintendent; a school psychologist, counselor, or social worker; or a school resource officer, nurse, or proactive teacher, this book will be your all-in-one inspiration for fostering resilient learning environments and implementing multi-component prevention and intervention strategies to support students' mental health.

This article summarizes the accomplishments of research on school safety in the past quarter century, identifies important gaps, and indicates promising directions for further progress. Although closely related, there are distinguishable bodies of research on physical and psychological safety. Physical safety research concerns the prevention of violent attacks through security measures, school discipline, and threat assessment. Psychological safety is focused on protecting students from less severe, but serious, acts of peer aggression such as harassment and bullying, and includes research on multitiered programs and school climate. This article recognizes substantial support for some school safety practices while emphasizing the need for research on other widely used practices. School safety research has much to offer school psychologists in fostering physically and psychologically safe schools that produce students who develop into well-educated and responsible citizens.

The coronavirus disease 2019 (COVID-19) pandemic presents school communities across the United States and world with an unpresented challenge. Virtually, all members of school communities have been impacted and the long-term ramifications of the pandemic remain unknown. However, despite being a novel virus, crisis management practices for other crisis (e.g., natural disasters, technological disasters, unexpected deaths) have utility for school safety promotion and helping affected individuals cope effectively with the monumental challenges they face during the pandemic. Such practices can reduce risk while fostering resilience concomitantly. This special issue, Perspectives on COVID-19: Addressing Diverse Needs of Children, Youth, Families, Educators, and Human Service Professionals, includes a diverse collection of conceptual, quantitative, and qualitative articles addressing the impact of COVID-19 pandemic on youth and their families, educators, allied human services professionals, and the systems in which they work. Consistent with a crisis management and risk and resilience perspectives, articles emphasize youth most vulnerable to the impact of COVID-19, including youth with disabilities, from minoritized backgrounds, and within underserved populations. Articles also have implications for coping, resilience, and intervention and focus on how service delivery can best meet the needs of those impacted by acute and chronic crisis events. The research and scholarship included in this special issue represents an important step forward with providing school psychologists and related professions with cutting-edge information that can help enhance their practice during the COVID-19 pandemic and beyond. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This chapter discusses efforts that educational and mental health professionals can take to help highly mobile students. These students often are impacted by homelessness, foster care, or the juvenile justice system. Although the needs of each respective student population differ, all highly mobile students experience residential instability, which is associated with an elevated risk for experiencing disruptions in academic and psychosocial functioning. However, consistent with a dual-factor model of mental health, many highly mobile students display considerable resilience and do not succumb to the pernicious effects of residential instability. Thus, under a multitiered system of support framework, this chapter also covers specific ways that school-based practitioners can attenuate risks while bolstering resilience to support well-being. Additionally, extant laws related to educational access and service delivery for highly mobile students are reviewed such as the McKinney–Vento Homeless Assistance Improvements Act and the Plyler v. Doe Supreme Court decision.

This study assessed students' preferences and perceptions of physical safety and psychological comfort related to the use of Crime Prevention through Environmental Design (CPTED) in school facilities. Participants included middle and high school students (N = 900; 54% female) from four school districts in the U.S. Southwest. All participants contributed data electronically and a matched-paired research design was used to assess students' preferences for physical safety and psychological comfort. Study results indicate that CPTED design strategies involving natural surveillance, access control, and territoriality/maintenance are perceived by students as being more physically safe and psychologically comfortable than designs devoid of CPTED strategies. Moreover, these preferences were found to be generally invariant to demographic differences among participants. Overall study findings indicate that use of CPTED strategies in school design has appeal to students and may ensure that they feel both safe and comfortable in school settings.

This article introduces a special issue on the school and life experiences of highly mobile students. In it, the phenomenology of high mobility is described as well as the current state of research on subpopulations of highly mobile students. In addition, the risk and resilience framework is invoked as a general theoretical crosscurrent that cuts across the articles included in the special issue that provide novel research on environmental instability, student homelessness, foster care experiences, relocation because of war, and trauma- and violence-informed care. Lastly, areas for future research are discussed as highly mobile students remain an understudied yet important and growing population in need of empirical investigation and supportive intervention.

Doubled-up Latinx youth experience many daily challenges associated with ethnic minority status and residential instability. Doubled-up youth share housing with non-custodial caregivers such as friends and/or extended family members primarily because of economic hardship and a breakdown in available parental support. Using data from baseline and 10 days of twice-a-day surveys, this study examined how in-school positive experiences, familism (i.e., a perspective that gives precedence to the family), and ethnic identity (i.e. affirmation, exploration, and resolution) influence after school positive (e.g. feeling joyful/happy) and negative (e.g., feeling stressed/anxious) affect among doubled up Latinx youth (70% female; M age = 16.5). Results indicate that in-school positive experiences were associated with more after school positive affect and less after school negative affect. Additionally, youth with higher levels of familism reported experiencing less after school negative affect. However, gender moderated the relation of ethnic identity exploration and experiences of after school positive affect. Specifically, females with higher levels of ethnic identity exploration reported relatively lower levels of after school positive affect compared to males. Overall, study findings highlight the importance of both person-level and varying contextual influences on the affective lives of doubled-up Latinx youth.

In response to tragic school shootings, heightened attention has been devoted to making schools safer through the implementation of security features. However, excessive security measures have a negative impact on school climate, student functioning, and academic achievement. Therefore, there is a critical need to design schools that are safe and secure, yet also welcoming and comfortable. As a promising approach in this regard, crime prevention through environmental design (CPTED) is an architectural philosophy that aims to deter criminal or antisocial behavior through environmental design, and it includes a focus on natural surveillance, access control, and territorial reinforcement. This review discusses pertinent effects of the school environment on student outcomes, extant research on the impact of visible security measures, the relationship between students’ perceptions of safety and academic functioning, and how using CPTED could concomitantly address the physical safety and psychological comfort of students at school.

Children with chronic medical conditions often require more mental health supports than their peers without health problems due to increased levels of stress related to the uncertainty of their health, frequent absences from school, and other demands associated with the treatment or management of their illnesses. This chapter provides information about the use and adaptation of cognitive-behavioral therapy (CBT) intervention strategies for children with chronic health conditions in schools. Research supports the efficacy of using CBT in school settings for children displaying varied chronic medical conditions. The chapter reviews the key components of CBT as well as research, scholarship, and clinically relevant information on the use of CBT interventions for pediatric health concerns as they relate to school-age youth. In particular, the following evidence-based CBT components are discussed: psychoeducation, cognitive restructuring, relaxation training and stress management, and behavioral exposure.

This second edition have kept all the essential components of the first edition as recommended by practitioners but also added a number of additional features. It provides content on mindfulness interventions, acceptance and commitment therapy, habit reversal training, and behavioral activation. It also includes more detailed descriptions of step-by-step cognitive behavioral therapy (CBT) applications (e.g., planning sessions, targeted session activity examples, therapy closure, exposure therapy), as well as two additional case studies. Essentially, the second edition goes more in-depth into translating current clinical practices for the school-based practitioner audience. Additionally, the book has enhanced coverage of culturally responsive CBT research, scholarship, and applied practice tips. Consistent with the first edition, the second edition provide practitioners with an easily accessible and practical guide for implementing basic CBT counseling strategies in applied school settings. Because of the unmet mental health needs displayed by millions of students in these settings, and the advancements in the training and provision of school mental health services during the past couple of decades, school-based mental health professionals, such as counselors, school psychologists, undefined, and others, are increasingly being asked to provide evidence-based counseling and intervention services such as CBT. Therefore, to address this need, this text provides an overview of methods used to conduct effective CBT interventions in school settings. Whether the reader is a graduate student in training, beginning a career in counseling, or a seasoned practitioner, this workbook can serve as an easy how-to guide because it offers numerous counseling activities and examples as well as over 50 forms to use when planning, structuring, and conducting therapy. This book differs from many extant CBT guides and workbooks in that it is designed for the busy practitioner who primarily works in K-12 school settings and must balance a range of different roles and responsibilities.

Youth spend a significant amount of time in school surrounded by and interacting with teachers and peers. For doubled-up homeless youth (i.e., youth who share housing with a series of friends and/or extended family members), in-school relationships may be important for their emotional functioning. The current study captured dynamic processes by which in-school teacher and peer social support (i.e., baseline assessments of prior support and daily early-day reports of school day support) influence homeless youth's daily emotional well-being, as assessed by positive and negative affect later in the day. Specifically, a baseline survey was used in combination with a 10-day twice-a-day diary design to examine the competing influences of prior (i.e., between-person) and daily (i.e., within-person) social support from teachers and peers during the school day. Baseline teacher support and early-day peer support were associated with higher later-day positive affect. In contrast, baseline peer support was associated with lower later-day negative affect. Baseline peer support moderated the association between early-day peer support and later-day positive affect, in that there was a significant effect of early-day peer support and later-day positive affect for youth who reported medium and high levels of baseline peer support. However, the later-day positive affect of youth who reported low baseline levels of social support did not appear to benefit from early-day peer support. Results suggest that the source of support (i.e., teacher and peer) differently influences daily affect and that receiving daily in-school support can promote daily positive affect while mitigating negative affect for doubled-up homeless youth. Overall, study findings suggest that providing peer and teacher social support is a promising prevention and intervention approach for fostering resilience among doubled-up homeless youth.

Succeeding at school can be a challenge for children with obsessive-compulsive disorder (OCD). In addition to experiencing distress associated with their symptoms, students with OCD often have difficulty meeting academic demands, experience high rates of tardiness and absenteeism, and struggle with social interactions. This chapter highlights some of the key challenges of children with OCD face in school settings and provides a practical guide for clinicians and parents to navigate the school system effectively. It also provides information related to special education and disability law as well as ways for school personnel to support children with OCD in educational settings. An additional goal of this chapter is to provide information to help clinical and school personnel to collaborate effectively and provide children with the appropriate accommodations, modifications, and interventions in school settings.

This study examined whether teacher-student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher-student relationships, peer relationships, and students' perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school-aged adolescents (N=539; 51% female) in the U.S. Southwest. Study results indicate that teacher-student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher-student relationships, peer relationships, and students' perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher-student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher-student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher-student relationships might be an effective way to reduce peer victimization as well as its negative effects.