Amanda Winburn

The purpose of this quantitative study is to examine the influence of family resilience on the impact of adverse childhood experiences (ACEs) on child health and academic outcomes. The researchers examine nine models corresponding to the outcome's variables. Overall, our study's results show that family resilience is an essential factor in achieving better physical and mental health outcomes for children, and its impact is generally consistent across levels of ACEs. The influence on academic outcomes is less robust; however, family resilience is an essential factor in producing more fully engaged students regardless of their ACEs. Results and professional implications discussed.

BACKGROUND Bullying is a significant problem in the United States (U.S.) with 1 in 4 students reporting being a target of bullying. The majority of students indicate they witness bullying as bystanders but do not know what to do to intervene. School-wide, comprehensive programs are generally effective in reducing bullying, but they often lack a focus on bystander training. Additionally, comprehensive, school-wide programs are expensive and place a high demand on schools for implementation. STAC-T is a new technology-based bullying intervention app that is designed to be both brief and focused on training student bystanders to intervene. Researchers have demonstrated the usability, acceptability, feasibility, and relevance of the STAC-T app. Previous studies have also shown that among students trained in STAC-T, those who witnessed bullying post-training indicated using at least of one STAC intervention strategy to defend peers. OBJECTIVE The aim of the current study is to build upon the initial findings supporting the use of the STAC-T app by investigating the efficacy of the program. Objectives included examining if relative to students in the control condition, students trained in STAC-T would report: (a) greater increases in knowledge of bullying and confidence to intervene in bullying situations and (b) decreases in bullying victimization. METHODS A sample of 613 participants recruited from six middle schools in the Northeast, South, and Northwest regions of the U.S. were randomly assigned by classroom periods to either the STAC-T intervention condition or assessment-only control condition. We used linear mixed models to examine changes in outcome variables from baseline to the 30-day follow-up. RESULTS We found a significant interaction effect for Time x Group (p < .001) for knowledge and confidence to intervene, with students in the intervention group reporting a greater increase in knowledge and confidence to intervene compared to students in the control group. Similarly, results revealed a significant interaction effect for Time x Group (p < .01) for bullying victimization, with students in the intervention group reporting a significantly greater decrease in bullying victimization compared to students in the control group. CONCLUSIONS Results from this randomized control trial demonstrate the efficacy of STAC-T in increasing students’ knowledge and confidence to intervene and reducing bullying victimization. Our findings provide support for the STAC-T app as a promising and sustainable approach to bullying intervention for middle schools. CLINICALTRIAL Clinicaltrials.gov NCT05572398

Background: Bullying is a significant public health issue, with approximately 25% of middle school students reporting being a target of bullying in the past year. Students who are targets of bullying or witness bullying are at high risk for negative mental health outcomes, including depression and anxiety. STAC is an evidence-based bullying bystander intervention for middle school students, with program outcomes that include reductions in bullying perpetration and victimization, as well as associated mental health risks. We developed a technology-based version of STAC (STAC-T) to reduce implementation barriers associated with in-person bullying prevention programs. STAC-T is an interactive app that includes a 40-minute training and a 15-minute booster session. Objective: This study aimed to evaluate the acceptability and relevance of the STAC-T program. We were also interested in how program acceptability and relevance are related to the use of specific bystander intervention skills (eg, STAC strategies) students learn in the program. Methods: This study was part of a larger study in which students recruited from 6 middle schools in rural, low-income communities in the United States were randomized to either the STAC-T intervention or a control condition. Participants in this study were 229 students in the intervention group who completed the 30-day follow-up survey, including the acceptability and relevance questionnaire. The survey assessed program acceptability and relevance, whether or not students witnessed bullying posttraining, and the use of the STAC strategies to intervene in bullying situations. Descriptive statistics were used to assess acceptability, relevance, and the use of STAC strategies. Linear regression analysis was used to assess the relationship of program acceptability and relevance to STAC strategy use. Results: Of the 229 student participants, the majority reported the program was acceptable (188, 82.1%, to 206, 90.0%) and relevant (180, 78.6%, to 190, 83.0%) for students at their school. Of the 54.6% (125/229) of students who witnessed bullying posttraining, 88.8% (111/125) reported the use of at least one STAC strategy to intervene when witnessing bullying. Students were most likely to use the STAC bystander intervention strategies Turning it Over and Accompanying Others , relative to Stealing the Show and Coaching Compassion . Regression analyses revealed that program relevance was a significant predictor of posttraining use of STAC strategies ( P =.016). In contrast, program acceptability was not a significant predictor of posttraining STAC strategy use ( P =.660). Conclusions: This study provides support for the acceptability and relevance of STAC-T and its effectiveness in promoting the use of the STAC strategies to intervene in bullying situations. Furthermore, program relevance was related to STAC strategy use, highlighting the importance of assessing program relevance for specific student populations.

BACKGROUND Bullying is a significant public health issue, with approximately 25% of middle school students reporting being a target of bullying in the past year. STAC is an evidence-based bullying bystander intervention for middle school students. OBJECTIVE We developed a technology-based version of STAC (STAC-T) and evaluated the acceptability and relevance of the program, as well as how acceptability and relevance are related to the use of specific skills (e.g., STAC strategies) students learn in the program. METHODS STAC-T, which included a 40-minute training and a 15-minute booster session, was completed by 249 middle school students recruited from six middle schools in rural, low-income communities in the United States. Students completed a post-training survey assessing program acceptability and relevance, whether or not they witnessed bullying post-training, and the use of the STAC strategies to intervene in bullying situations. Descriptive statistics were used to assess acceptability, relevance, and the use of STAC strategies. Linear regression analysis was used to assess the relationship of program acceptability and relevance to STAC strategy use. RESULTS The majority of students reported the program was acceptable (82.1% - 90.0%; n = 188-206) and relevant (78.6% - 83.0%; n = 180-190) for students at their school; 88.8% (n = 111) of the 50.2% (n = 125) of students who witnessed bullying post-training also reported the use of at least one STAC strategy to intervene when witnessing bullying. Program relevance was a significant predictor of post-training use of STAC strategies (p = .02). In contrast, program acceptability was not a significant predictor of post-training STAC strategy use (p = .69). CONCLUSIONS This study provides support for the acceptability and relevance of STAC-T, as well as the effectiveness in promoting the use of the STAC strategies to intervene in bullying situations. Further, program relevance was related to STAC strategy use, highlighting the importance of assessing program relevance for specific student populations. CLINICALTRIAL Clinicaltrials.gov NCT05572398

Traumatic and grief experiences within the parameters of a school change are constantly evolving. Millions of students encounter losses each year, resulting in a range of significant losses. This chapter addresses grief and violent behaviors, wellness, mental health, protective factors, coping skills, preventive measures, and interventions for children and adolescents applicable to mental health practitioners in schools. Additionally, the chapter examines the dimensions of grief at the elementary/middle school and high school levels, emphasizing anticipated grief versus unanticipated grief and characterizing trauma, secondary trauma, and dimensions of grief. Finally, the chapter addresses the range and complexities of grief caused by school violence.

This chapter addresses violent behaviors and their implications for adolescents. Exposure to these behaviors, such as bullying, can certainly hinder academic and social development. Bullying is now documented as the most common form of school violence and, through technology, bullying has evolved into a complex psychological and social cruelty no longer confined to school buildings or playgrounds. While bullying is a much more heavily discussed, debated, and researched topic than in previous decades, and despite increased discussion and education on the negative impact of bullying, children and adolescents still experience bullying at the same or increased rates as those from previous generations. This chapter explores many of the topics that add to the complexity of bullying. Mental health, conflict resolution, coping skills, prevention, and interventions will be discussed.

This chapter introduces the systemic perspective. The term “systemic” refers to the various services, agencies, and organizations that youth may come into contact with when receiving mental health services. Agencies and organizations essential to youth development are often underresourced or perhaps even hindered from providing effective services. A nonexhaustive list of these services includes vaccinations, vision and hearing screening, sex/abstinence-based education, free/reduced cost breakfast and lunch, early or after-school childcare, transportation, and medical services for children with special needs. While the efforts and resources put forward are pertinent and noteworthy, the effectiveness and accountability of services are often called into question. An orientation toward advocacy, a collaborative approach from a multidisciplinary perspective, and a knowledge of resources are essential to address the challenges of today’s youth.

This chapter examines the system of care that affects youth across various spectrums. Common treatment settings for youth include outpatient counseling, inpatient counseling, residential treatment, and juvenile justice. Within each of these systems, the authors discuss barriers that might affect clinicians working with youth and families. Defining care for youth is crucial for all clinicians if they are to know what the system of care currently looks like. The authors highlight where the system of care may fail youth and the potential efforts for providing effective services. Effective services for youth include delivering evidence-based treatment, taking a culturally responsive approach to treatment, and following an integrative approach to care. Last, the authors discuss advocacy related to systemic mental healthcare.