{"id":236,"date":"2022-11-08T21:35:59","date_gmt":"2022-11-08T21:35:59","guid":{"rendered":"http:\/\/schweiz.media\/?page_id=236"},"modified":"2022-11-08T23:32:32","modified_gmt":"2022-11-08T23:32:32","slug":"science","status":"publish","type":"page","link":"https:\/\/schweiz.media\/index.php\/science\/","title":{"rendered":"Science"},"content":{"rendered":"\n<div class=\"wp-block-group has-luminous-vivid-amber-background-color has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\"><div class=\"feedzy-2275de06c9a21829d9f63041d365dde4 feedzy-rss\"><div class=\"rss_header\"><h2><a href=\"\" class=\"rss_title\" rel=\"noopener\"><\/a> <span class=\"rss_description\"> <\/span><\/h2><\/div><ul><\/ul> <\/div><\/div>\n\n\n\n<div class=\"wp-block-group has-light-green-cyan-background-color has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\"><div class=\"feedzy-d1e4221ed067501b110070c605612f6f feedzy-rss\"><div class=\"rss_header\"><h2><a href=\"\" class=\"rss_title\" rel=\"noopener\"><\/a> <span class=\"rss_description\"> <\/span><\/h2><\/div><ul><\/ul> <\/div><\/div>\n\n\n\n<div class=\"wp-block-group has-vivid-green-cyan-background-color has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\"><div class=\"feedzy-53d62dd622d53c4d2d6455e6459ee632 feedzy-rss\"><div class=\"rss_header\"><h2><a href=\"\" class=\"rss_title\" rel=\"noopener\"><\/a> <span class=\"rss_description\"> <\/span><\/h2><\/div><ul><\/ul> <\/div><\/div>\n\n\n\n<div class=\"wp-block-group has-pale-cyan-blue-background-color has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\"><div class=\"feedzy-bda7edef021e06d481eeb0f26b597146 feedzy-rss\"><div class=\"rss_header\"><h2><a href=\"\" class=\"rss_title\" rel=\"noopener\"><\/a> <span class=\"rss_description\"> <\/span><\/h2><\/div><ul><\/ul> <\/div><\/div>\n\n\n\n<div class=\"wp-block-group has-tertiary-color has-vivid-cyan-blue-background-color has-text-color has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\"><div class=\"feedzy-bda7edef021e06d481eeb0f26b597146 feedzy-rss\"><div class=\"rss_header\"><h2><a href=\"\" class=\"rss_title\" rel=\"noopener\"><\/a> <span class=\"rss_description\"> <\/span><\/h2><\/div><ul><\/ul> <\/div><\/div>\n\n\n\n<div class=\"wp-block-group has-base-color has-vivid-purple-background-color has-text-color has-background has-link-color wp-elements-09f332130440d827744ec2c978f6e3d1 has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\"><div class=\"feedzy-0774327151b87a3b7220bbd0cf38f3f3 feedzy-rss\"><div class=\"rss_header\"><h2><a href=\"\" class=\"rss_title\" rel=\"noopener\"><\/a> <span class=\"rss_description\"> <\/span><\/h2><\/div><ul><\/ul> <\/div><\/div>\n\n\n\n<div class=\"wp-block-group has-base-color has-contrast-background-color has-text-color has-background has-link-color wp-elements-06d9f96f54324b32d206ff5695c9307e has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\"><div class=\"feedzy-db99be47f5c55e9d5b5a3efd4f7fba2b feedzy-rss\"><div class=\"rss_header\"><h2><a href=\"https:\/\/psycnet.apa.org\/\" class=\"rss_title\" rel=\"noopener\">School Psychology &#8211; Vol 41, Iss 3<\/a> <span class=\"rss_description\"> The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.<\/span><\/h2><\/div><ul><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000721\" target=\"_blank\" rel=\" noopener\">The Reading Anxiety Scale for children: Development and psychometric properties.<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on January 22, 2026 at 12:00 am <\/small><p>Research has demonstrated a connection between anxiety and reading-related variables (e.g., achievement) in elementary school students, including those receiving reading intervention. While numerous psychometrically strong measures of child anxiety exist, there remains a need for a brief, self-report screening tool that can be used for assessing anxiety specific to reading. This study presents findings on the development and psychometric properties of such a measure, the Reading Anxiety Scale (RAS). Third- and fourth-grade students who were participating in a larger randomized control trial completed the RAS at two time points (T1, n = 306; T2, n = 219), along with other self-report behavioral measures. Exploratory factor analysis and confirmatory factor models demonstrated good fit for the six-item RAS. Further analysis revealed that the screener was most accurate at detecting higher than average reading anxiety levels, consistent with development goals. Internal consistency was adequate, as were convergent and discriminant validity. Overall, preliminary support for the RAS as a screener for identifying reading-related anxiety symptoms was demonstrated. Findings are discussed in terms of the utility of the scale, particularly within the context of school-based intervention research. (PsycInfo Database Record (c) 2026 APA, all rights reserved)<\/p><\/div><\/li><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000731\" target=\"_blank\" rel=\" noopener\">Teacher\u2013student relationships and adolescent social\u2013emotional competence: A multicenter longitudinal study.<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on January 15, 2026 at 12:00 am <\/small><p>Social\u2013emotional competence plays a pivotal role in adolescent development. Currently, teacher\u2013student relationships are widely recognized as a critical determinant of adolescents\u2019 social\u2013emotional competence, yet the underlying mechanisms remain insufficiently explored. This study employed a multicenter longitudinal design to examine the associations and pathways linking teacher\u2013student relationships and adolescents\u2019 social\u2013emotional competence, with particular attention to the mediating roles of school climate and interpersonal trust. Using a multicenter, stratified cluster sampling strategy, a longitudinal survey was conducted between June and December 2024 with 793 high school students. The survey instruments assessed demographic characteristics, teacher\u2013student relationships, social\u2013emotional competence, school climate, and interpersonal trust, and the relationships among variables were analyzed through structural equation modeling. Findings indicated that adolescents\u2019 social\u2013emotional competence was at a moderate level. Teacher\u2013student relationships positively predicted social\u2013emotional competence, with school climate serving as a mediator between teacher\u2013student relationships and social\u2013emotional competence, while interpersonal trust mediated the link between teacher\u2013student relationships and school climate. Thus, teacher\u2013student relationships were directly related to adolescents\u2019 social\u2013emotional competence and also indirectly influenced it through a sequential mediation pathway involving interpersonal trust and school climate. These results underscore the importance of fostering positive teacher\u2013student relationships, strengthening interpersonal trust, and cultivating a supportive school climate to promote adolescents\u2019 social\u2013emotional competence. (PsycInfo Database Record (c) 2026 APA, all rights reserved)<\/p><\/div><\/li><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000729\" target=\"_blank\" rel=\" noopener\">A quantitative content analysis examining barriers to diversity training implementation in schools.<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on January 8, 2026 at 12:00 am <\/small><p>Despite increasing efforts to implement diversity training in K\u201312 schools, challenges persist in ensuring its effectiveness and sustainability. Authors employed a quantitative content analysis to (a) identify educator-reported barriers to diversity training using responses from a national sample of educators and (b) examine how the likelihood of reporting specific barriers varied by educator demographics and school characteristics. Open-ended survey responses from 633 educators were analyzed. Quantitative content analyses revealed eight major categories of barriers to diversity training: logistical (24%), individual (20%), leadership and commitment (16%), trainers and training (15%), community (10%), general resources (7%), policy and governance (6%), and no barriers (3%). Differences emerged based on educator demographics and school characteristics for community and logistical barriers. Findings underscore the need for tailored implementation strategies that address obstacles and foster a more supportive environment for diversity training. (PsycInfo Database Record (c) 2026 APA, all rights reserved)<\/p><\/div><\/li><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000726\" target=\"_blank\" rel=\" noopener\">Exploring the role of telling teachers about identity-based harassment in relation to psychological distress among a national sample of sexual and gender diverse youth.<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on December 11, 2025 at 12:00 am <\/small><p>Extant research has explored factors that promote adolescents to seek help from school personnel when experiencing victimization. Yet, little is known about how reporting peer harassment to teachers and staff is associated with emotional distress among adolescents with stigmatized sexual and\/or gender identities experiencing discriminatory harassment. The present study leveraged a large national sample of sexual and gender diverse youth who had experienced peer harassment in the past year (Mage = 15.44, SD = 1.36) and explored how talking with school personnel about harassment and perceptions of staff responses were associated with psychological distress. Structural equation modeling revealed that, over and above experiences of harassment, sexual and gender diverse youth who talked with school personnel about their experienced harassment tended to report lower levels of psychological distress (\u03b2 = \u22120.07, p &lt; .001); however, the protection provided by reporting harassment was dampened among students experiencing frequent gender-based harassment (\u03b2never reported = 0.14, p&lt; .001; \u03b2\nreported = 0.22, p &lt; .001). Among youth who had reported, perceived reporting effectiveness moderated the association between gender-based harassment and distress (\u03b2 = \u22120.06, p = .03), such that sexual and gender diverse youth who experienced frequent gender-based harassment were less likely to report elevated psychological distress the more they felt that school personnel responded to their reports effectively. The associations between reporting experiences and psychological distress did not depend on sexuality- and gender-expression-based harassment (\u03b2 = 0.04, p = .14; \u03b2 = \u22120.00, p = .95). These findings highlight a need for school systems to cultivate effective responses among school personnel when students report their experiences with discriminatory harassment. (PsycInfo Database Record (c) 2026 APA, all rights reserved)<\/p><\/div><\/li><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000727\" target=\"_blank\" rel=\" noopener\">Research methods training in school psychology: What are doctoral programs teaching?<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on December 8, 2025 at 12:00 am <\/small><p>Methodological diversity in research is critical for advancing the field of school psychology. However, prior studies suggest school psychology research is skewed toward quantitative methods, with limited qualitative and mixed methods research published in the literature. One potential reason for limited methodological diversity in school psychology research could relate to coursework and training during graduate school. This study examined research methods courses offered (i.e., required and elective) and required across 78 doctoral school psychology programs in the United States. Findings indicate that nearly all programs (97.4%) require at least one quantitative course. While qualitative training has increased compared to prior studies, only 15.4% of programs require and 16.6% offer at least one qualitative course. Additionally, 26.9% of programs require at least one single-case design course. Mixed methods courses remain scarce, with only 1.3% of programs requiring and 6.4% offering a course. To further explore mixed methods training, we analyzed six course syllabi, examining characteristics and content coverage. Overall, results highlight the continued dominance of quantitative methods in school psychology training and the need for greater integration of qualitative and mixed methods to prepare future researchers and practitioners for complex, real-world challenges. Implications for program training, course development, and accreditation are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved)<\/p><\/div><\/li><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000728\" target=\"_blank\" rel=\" noopener\">A systematic review of school psychology research on racism and school climate.<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on December 8, 2025 at 12:00 am <\/small><p>Promoting safe and supportive school climates for all students is an essential role of school psychologists. However, like other social institutions, schools engender overt and covert systemic racism that marginalizes youth of color. Thus, it is critical that school psychologists conduct research at the intersection of racism and school climate. In this systematic review, we identified and synthesized studies investigating both racism and school climate for K\u201312 students in the school psychology literature. We queried all articles published in 10 major peer-reviewed journals published between 2011 and 2021 and identified 33 studies that explored school climate with regard to race. The majority of studies employed survey methods using a cross-sectional design and explored community (i.e., relational and school attachment) dimensions of school climate. Most studies included Black and Latinx participants, with relatively fewer including Asian and Indigenous participants. Findings explored school climate in relation to (a) academic outcomes, (b) behavioral outcomes, (c) mental health outcomes, (d) school-level factors, (e) racial identity and discrimination, and (f) psychometric properties of specific measures. Implications for research on school climate and racism are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved)<\/p><\/div><\/li><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000724\" target=\"_blank\" rel=\" noopener\">The role of other-gender peer relationships in promoting classroom supportiveness: A randomized controlled trial of an elementary school intervention program.<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on December 4, 2025 at 12:00 am <\/small><p>Given the important role of school climate in social, emotional, and academic functioning, reform efforts have increasingly focused on implementing strategies to increase students\u2019 sense of safety, engagement, and belonging. The present study offers a unique approach toward this goal by simultaneously testing the efficacy of two interventions, (a) Meet Up and (b) Buddy Up (MUBU), designed to promote positive classroom relationships among diverse groups of peers (e.g., other-gender relationships). Using a randomized-controlled trial, MUBU was evaluated with 346 4th graders (53.5% girls; 54.9% White) by comparing students in the intervention classrooms with students in the control classrooms on measures of peer supportiveness and other-gender acceptance, familiarity, and prosociality. Consistent with hypotheses, students who participated in MUBU showed improved perceptions of other-gender peers (i.e., other-gender acceptance and prosociality) and heightened classroom supportiveness toward the end of the school year when controlling for baseline levels. Results also revealed that other-gender acceptance and prosociality mediated the intervention effects on classroom supportiveness. MUBU represents a promising strategy for improving peer dynamics in the classroom by specifically highlighting the benefits of fostering positive other-gender relationships. (PsycInfo Database Record (c) 2026 APA, all rights reserved)<\/p><\/div><\/li><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000717\" target=\"_blank\" rel=\" noopener\">Using the Participatory Culture-Specific Intervention Model to inform cultural adaptations.<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on November 10, 2025 at 12:00 am <\/small><p>School personnel have historically exhibited universal practices, where assumptions of \u201cone-size-fits-all\u201d prevail. The limitations of this approach are evident when school personnel attempt to apply universal practices to students from underrepresented and historically marginalized populations. In this article, we describe the Participatory Culture-Specific Intervention Model (PCSIM; Nastasi &amp; Hitchcock, 2016; Nastasi et al., 2004), a 10-phase process for developing culturally responsive practices. PCSIM uses an interdisciplinary approach to program development for social and cultural change, with an emphasis on participation and the intersection of culture and context. This article presents four examples of mental health prevention and intervention projects that used PCSIM in schools and communities to address issues of equity for this group, including urban African American students, lesbian, gay, bisexual, transgender, queer\/questioning, and other sexual and gender identities youth, and individuals with developmental disabilities. This article concludes with lessons learned and suggestions for practitioners and researchers when applying PCSIM to address issues of equity for these groups through collaborative program development, implementation, and evaluation. (PsycInfo Database Record (c) 2026 APA, all rights reserved)<\/p><\/div><\/li><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000723\" target=\"_blank\" rel=\" noopener\">Incremental predictive validity and equity in universal social\u2013emotional and behavioral health screening.<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on October 30, 2025 at 12:00 am <\/small><p>Universal screening for social\u2013emotional and behavioral health risk is a key part of a comprehensive multitiered system of support. This study was conducted to examine the incremental predictive validity of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) on spring academic outcomes and to examine the disproportionate identification of students using SAEBRS. To answer these questions, we used data from a single elementary school and conducted mixed-effects models to account for students nested in teachers. SAEBRS risk status did not significantly predict spring reading scores; however, being at risk on the SAEBRS predicted lower spring math scores (B = \u22120.210) after controlling for fall math scores, attendance, grade level, and special education status. When examining race\/ethnicity, biological sex, and special education status on SAEBRS risk status, only special education status significantly predicted risk on the SAEBRS (B = 1.004; odds ratio = 2.728). Limitations, future research, and implications are explained. (PsycInfo Database Record (c) 2026 APA, all rights reserved)<\/p><\/div><\/li><li  style=\"padding: 15px 0 25px\" class=\"rss_item\"><span class=\"title\"><a href=\"http:\/\/doi.org\/10.1037\/spq0000716\" target=\"_blank\" rel=\" noopener\">Diversity representation of editorial boards from seven school psychology journals.<\/a><\/span><div class=\"rss_content\" style=\"\"><small>on October 30, 2025 at 12:00 am <\/small><p>There have been numerous calls within school psychology and related fields to evaluate the demographic representation of their institutions and initiatives. Currently, little is known about the demographic composition of the editorial boards supporting school psychology journals. Three studies were completed during 2023 and 2024 to address demographic representation across seven school psychology journals. Study 1 analyzed the names of 636 editorial board members to estimate the representation of scholars of color, women, and gender-diverse scholars. Study 2 surveyed board members to estimate representation of scholars of color, women, gender-diverse scholars, sexual minority scholars, scholars with disabilities, and multilingual scholars. Study 3 surveyed journal editors about the composition of their editorial boards. Across studies and journals, results revealed that women composed 56%\u201361%, scholars of color composed 24%\u201329%, scholars with disabilities composed 23%, multilingual scholars composed 16%, sexual minority scholars composed 11%, and gender-diverse scholars composed 0.2%\u20130.4% of editorial board members. One third of board members had two or more intersecting marginalized identities, including 14%\u201317% who were women of color. Variation in marginalized scholars\u2019 representation underscores the need to continue to prioritize and support marginalized board members through advocacy and integration of feedback from its members. 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