Archive Page 2

Do mindfulness programs really work for teens?

A recent article in Scientific American suggests that not all mindfulness programs are created equally, and some work well and others don’t.  In our rush to recommend mindfulness in schools, we should know the difference based on the research!


School psychology recruitment and retention resources

NASP has recently developed a resource guide to address the shortage of school psychologists, complete with a demonstration power point presentation and many good ideas.  Since most regions are concerned with the dwindling numbers of school psychologists, materials of this sort might be helpful to convince those who do the hiring and other partner groups of the importance of this profession in schools.

A new twist to cyber-bullying/self-harm?

New research from Florida Atlantic University, published in the Journal of Adolescent Health and cited in EurekAlert, has found that that sometimes the victim of cyber bullying is actually the perpetrator of the hurtful post!  The behaviour seems to be a new version of self-harming, which has been studied extensively.  Certainly this is a phenomenon of which school psychologists need to be aware!

Teens’ sleep hygiene and Smartphones

A post on PsychCentral provides recent information on yet another study on the impact of Smartphone time and how it interferes with teens’ sleep also contains a number of links on the sidebar to resource materials on sleep.  It is a growing problem, to be sure, and one that schools can and should address!

New research on ADHD

Several articles have appeared in the news recently which examine different aspects of ADHD, as well as some ways to ease the symptoms.  See what you think by looking at this SmartBrief summary.

Are middle schools/junior high schools filling their intended goals??

New research from New York University, cited in EurekAlert, looks at the emergence  of middle schools/junior high schools in the mid-21st century as a way of better meeting the developmental needs of young adolescents than traditional K-8 and 9-12 groupings.  The study’s evaluation of student outcomes in these early-adolescent groupings today, however, suggests that neither academic nor personal developmental needs are met in these schools as opposed to students who attend the more traditional elementary and high schools.  Interesting read!

Resilience the key to coping with bullying

New research from two U.S. universities, cited in EurekAlert, suggests that resilience not only buffers the impact of bullying, but also that resilient kids grow stronger through bullying experiences.  The take away message – rather than trying to eliminate bullying, educators should be focusing on building students’ coping skills and teaching resilience so that they are better prepared to deal with adverse situations – a very good message!

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