Using Professional Development Workshops to Support School Professionals' Capacities to Promote Students' Social, Emotional, and Behavioral Health

Autor/inn/en	Kaye, Amy J.; Pejic, Vanja; Moffa, Kathryn; Jordan, Molly; Dennery, Kristine M.; DeMaso, David R.
Titel	Using Professional Development Workshops to Support School Professionals' Capacities to Promote Students' Social, Emotional, and Behavioral Health
Quelle	In: Psychology in the Schools, 59 (2022) 4, S.866-880 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaye, Amy J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22652
Schlagwörter	Faculty Development; Workshops; Social Development; Emotional Development; Behavior Development; Knowledge Level; Skill Development; Self Efficacy; Program Effectiveness; Student Needs; Communities of Practice + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Soziale Entwicklung; Gefühlsbildung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Self-efficacy; Selbstwirksamkeit; Community
Abstract	The objective of this study was to evaluate an innovative model for providing high quality professional development workshops (PDWs) in the context of a Learning Collaborative (LC) based intervention to build the capacities of school professionals to promote the social, emotional, and behavioral health of students. Eleven PDWs totaling 27.5 h were facilitated with 10 school-based teams. Matched pre- and post-surveys were completed by a total of 177 participants across the 10 teams. Results demonstrate significant increases in participants' self-reported knowledge, skills, and self-efficacy from pre- to post-participation in each workshop, as well as high ratings of overall satisfaction. LC-based PDWs, facilitated by school-based behavioral health (BH) providers, hold promise for enhancing school professionals' capacities to address the critical social, emotional, and behavioral health needs of their students. Implications for administrators, school-based BH providers, partnering community-based agencies, and policymakers in sustainably replicating this promising, data-driven model in schools are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01