School Mental Health
短名 | School. Ment. Health. |
Journal Impact | 2.41 |
国际分区 | PSYCHOLOGY, EDUCATIONAL(Q2) |
期刊索引 | SCI Q2中科院 3 区 |
ISSN | 1866-2625, 1866-2633 |
h-index | 48 |
国内分区 | 心理学(3区)心理学心理学发育(3区)心理学心理学教育(4区) |
学校心理健康:多学科研究和实践杂志是一个论坛,提供与学前班至 12 年级教育系统相关的预防、治疗和评估实践相关的最新研究,重点关注情绪和行为有问题的儿童和青少年障碍。该杂志发表实证研究、定量和定性研究以及系统和范围界定的评论文章,作者代表学校心理健康涉及的许多学科,包括儿童和学校心理学、教育、儿科、儿童和青少年精神病学、发展心理学、学校咨询、社会工作和护理。示例主题包括: · 创新的基于学校的治疗实践· 咨询和专业发展程序· 针对学校的传播和实施科学· 情绪和行为障碍儿童的教育技巧· 全校预防计划· 药物对学校行为和成就的影响· 评估实践·特殊教育服务· 影响学习和行为的发展影响· 种族、民族和文化问题· 学校政策· ·
期刊主页投稿网址涉及主题 | 心理学医学精神科临床心理学心理治疗师政治学法学发展心理学护理部社会学数学经济环境卫生心理健康医疗急救急诊医学毒物控制病理医学教育生物社会心理学计算机科学自杀预防干预(咨询)统计哲学人为因素与人体工程学伤害预防教育学应用心理学心理干预 |
出版信息 | 出版商: Springer New York,出版周期: 4 issues per year,期刊类型: journal |
基本数据 | 创刊年份: 2009,原创研究文献占比: 85.53%,自引率:8.00%, Gold OA占比: 20.18% |
期刊引文格式
这些示例是对学术期刊文章的引用,以及它们应该如何出现在您的参考文献中。
并非所有期刊都按卷和期组织其已发表的文章,因此这些字段是可选的。有些电子期刊不提供页面范围,而是列出文章标识符。在这种情况下,使用文章标识符而不是页面范围是安全的。
只有1位作者的期刊
有2位作者的期刊
有3位作者的期刊
有5位以上作者的期刊
书籍引用格式
以下是创作和编辑的书籍的参考文献的示例。
学位论文引用格式
网页引用格式
这些示例是对网页的引用,以及它们应该如何出现在您的参考文献中。
专利引用格式
最新文章
Collaborative Design of an Inclusive Education Model for Students with Emotional Disabilities: A Research-Practice-Policy Partnership
2024-9-11
Soft Expulsion: What Happens When School-Based Supports aren’t Enough
2024-9-10
The Role of Teachers in Fostering Resilience After a Disaster in Indonesia
2024-9-5
Factors Associated with School Teachers’ Self-Efficacy Beliefs in Delivering a Tier 2 CBT-Based Programme in Schools
2024-9-4
Factor Structure and Criterion Validity of the 15-item Network Relationship Inventory-Social Provisions Version (NRI-SPV-15) in Chinese Children and Adolescents
2024-9-2
Promoting Partnership and Impact through Implementation Science and Human-Centered Design: A Commentary on the Special Issue
2024-9-1
A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social–Emotional Learning Intervention
2024-8-30
Research-Practice Partnerships for the Development of School Mental Health Interventions: An Introduction to the Special Issue
2024-8-24
A Schoolwide Social Emotional Learning and Student Mental Health Initiative: Influences on Implementation During a Transition Back to In-Person Learning
2024-8-23
Multilevel Factors of School-Based Mental Health Service Utilization Among Middle and High School Students
2024-8-22
Advancing the Science of Intervention Development in School Mental Health: A Commentary on this Special Issue
2024-8-21
Author Correction: Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community–University Partnership Approach
2024-8-16
Supporting Innovative Scalable Approaches to School-Based Mental Health: Development and Innovation Research at the U.S. Department of Education’s Institute of Education Sciences (IES)
2024-8-15
Developing Optimized School-Based Mental Health Interventions: National Institute of Mental Health (NIMH) Priorities and Opportunities
2024-8-14
Associations Between Belonging and Peer Victimization and Internalizing Symptoms Among Middle School-Age Youth
2024-8-12
Early Identification of Social, Emotional, and Behavioral Difficulties in Primary Schools: Explanations for Special Educational Needs Coordinators’ Different Practices
2024-8-2
A University-School District Partnership to Develop Well Connected©: An Integrated Student Wellness Approach in High Schools
2024-7-31
Academic Pressure or Emotional Detachment? The Complex Effect of Compulsory Boarding Due to the School Merger Policy
2024-7-31
Children’s Reentry to School After Psychiatric Hospitalization: A Qualitative Study
2024-7-29
The Role of Social Support in the Transition from Lower- to Upper-Secondary School in Slovenia: Anxiety in Focus
2024-7-29
A Peer-Supported School Engagement Intervention for Youth with Attention Problems: Development and Implementation
2024-7-27
Suicide Attempt and Its Correlates Among School-Going Argentinian Adolescents with Suicidal Thoughts: Insights from a National Survey
2024-7-26
Author Correction: “Allowing Space for Voice…All Our Voices”: Understanding Ho‘ouna Pono Implementation Through Educational Leadership Perspectives in Rural Hawai‘i Schools
2024-7-26
Adolescents’ School-Based Universal Well-Being Screening: A Validation of the Student Subjective Wellbeing Questionnaire in Portugal
2024-7-22
Community Recommendations for Adapting an Evidence-Based Mental Health Intervention for Racially/Ethnically Diverse Schools: A Qualitative Study
2024-7-22
Happy Teachers Make Happy Students: The Social Contagion of Well-Being from Teachers to Their Students
2024-7-17
Smartphone Addiction is Associated with Poor Sleep Quality, Increased Fatigue, Impaired Cognitive Functioning, and Lower Academic Achievement: Data from Tunisian Middle School Students
2024-7-13
Teacher-Rated Mental Health of Siblings of Children with Chronic Disorders
2024-7-10
A Global Study of the Wellbeing of Adolescent Students During the COVID-19 2020 Lockdown
2024-7-8
A School-Based Evaluation of the FRIENDS Resilience Programs: Implications for Mental Health Concerns in Rural Students
2024-6-29
Global and School-Specific Subjective Well-Being as Predictors of Educational Outcomes
2024-6-27
Exploring the Association Between Bullying Victimization and Poor Mental Health in Rural Chinese Adolescents: The Mediating Effects of Emotion Regulation
2024-6-24
Are Elementary Educators Prepared to Address Student Mental Health in Title 1 Schools? An Examination of Role Breadth, Self-Efficacy, and Attitudes Toward Trauma-Informed Care
2024-6-23
Leveraging Technology to Support Teachers’ Fidelity of Universal Classroom Management Interventions: Lessons Learned and Future Applications
2024-6-22
Understanding Teachers' Attributions and Responses to Student Misbehavior: The Roles of Explanatory Rationale and Personal Beliefs
2024-6-22
Predicting Teachers’ Burnout: Trauma Experience and Attitudes Towards Trauma-Affected Students
2024-6-20
The Role of Social Comparison in Academic Development and Subjective Well-Being Among Chinese Adolescents: From Variable- and Person-Centered Perspectives
2024-6-19
A Community-Partnered Research Process for Implementation Strategy Design: Developing Resources to Support Behavioral Classroom Interventions
2024-6-18
The Feasibility and Acceptability of Cognitive Behavioral Intervention for Trauma in Schools (CBITS) in a Rural Community Impacted by Environmental Trauma and Covid-19
2024-6-17
“It Takes Reflection at All Different Levels, Not Just People on the Floor”: A Qualitative Exploration of Early Childhood Professionals’ Experiences and Perspectives Towards Trauma-Informed Early Childhood Organisations
2024-6-17
Understanding the Attacks on Social–Emotional Learning: Strategizing on the Response and Advocacy of School Mental Health Practitioners
2024-6-11
A 10-Week School-Based Mindfulness Intervention and Symptoms of Depression and Anxiety Among School Children and Adolescents: A Controlled Study
2024-6-4
Bringing Mental Health Knowledge to Schools Through Academic-Community Partnership: A City Year Tale of Equal Service to Training and Research
2024-6-2
Developing a Whole Child School Screening Instrument: Evaluating Perceived Usability as an Initial Step in Planning for Consequential Validity
2024-5-24
Supporting Educators and Students: A University–Community Partnership to Implement Trauma-Informed Practices in Schools
2024-5-23
Help Me If You Can I’m Feeling Down: Supporting Children’s Emotion Regulation and Well-Being in the Primary Classroom
2024-5-22
Brief Meditation on Test Anxiety of Eighth Grade Chinese Students: Chain-Mediating Roles of Mindfulness and Self-Efficacy
2024-5-20
A Screening Instrument for Trauma-Related Behavior Among Young Primary School Students: Development and Validation of the RaPTOSS
2024-5-13
Socially Prescribed Perfectionism and Depression: Roles of Academic Pressure and Hope
2024-5-6
Adolescents’ Covitality Patterns: Relations with Student Demographic Characteristics and Proximal Academic and Mental Health Outcomes
2024-5-4
帮你贴心管理全部的文献
研飞ivySCI,高效的论文管理
投稿经验分享
分享我的经验,帮你走得更远