Strauss Parrish (belljeep46)

Given the abundant evidence of white privilege and anti-Black racism pervading the US education system, we anticipated that educators, especially white teachers, would view their interactions with white students more favorably than their interactions with Black students. With family socioeconomic status and child's gender factored in, the results aligned with the predicted hypothesis. Kindergarten teachers' perceptions of relationships with black boys showed the highest degree of conflict and lowest degree of closeness, whereas those with white girls displayed the opposite. A more frequent occurrence of perceived conflict emerged in teachers' relationships with Black boys, especially noticeable as they progressed from first to second grade, exceeding the rate observed with White or female students. Despite considering teacher-child racial match as a moderating variable, the consistency of these findings persisted. Racism and sexism, as indicated by our findings, are influential in shaping teachers' views of children at the beginning of elementary school. A discussion of the implications for training teachers and school psychologists on anti-racism and cultural competency is presented. A comprehensive Social-Emotional Prevention Program (SEP), integrating classroom instruction, teacher development, and parental education, is designed to foster improved social adaptation among preschool children, while concurrently decreasing the potential for emotional and behavioral challenges. This study's implementation of the technology-assisted SEP version was intended to (a) investigate the program's effectiveness on children's social-emotional capabilities and parental practices, and (b) explore the program's conceptual framework, highlighting children's emotion regulation (ER) skills and parental emotion socialization as key mediating elements in the intervention. A randomized, controlled trial involved five schools, with some assigned to the intervention and the others to the waitlist control group. To determine SEP's effectiveness, structural equation models (SEM) and compiler average causal effects (CACE) were employed, focusing on teacher- and parent-reported child outcomes (primary) and parenting behaviours (secondary). The research demonstrated that (a) the SEP program yielded improved social-emotional competencies and a greater application of adaptive emotion regulation strategies, with consistent teacher and parent assessments affirming these outcomes; (b) parental involvement in the program spurred the application of reappraisal and emotion coaching approaches; and (c) children's emotion regulation mediated the program's effect on social competence, while parental coaching and parental emotional regulation mediated the program's effect on children's emotional regulation. The observed results of this study propose that the SEP intervention might effectively serve as a universal approach, enhancing preschoolers' social-emotional development and potentially showing early support for the underlying mechanisms of change implied by the program. Structural equation models (SEM), which are latent variable analysis methods, excel in their modeling flexibility for tackling applied research problems. Through recent advancements in longitudinal structural equation modeling, novel approaches to partitioning variance and estimating average trends over time are now available (e.g., Allison et al., 2017; Berry & Willoughby, 2017; Hamaker et al., 2015; McArdle & Nesselroade, 2014). These longitudinal methods, though essential, are not necessarily immediately accessible to scholars seeking to develop and implement theoretical and practical approaches in school psychology. It is vital to recognize that longitudinal data, similar to longitudinal SEMs, are not uniformly structured; consequently, analytic strategies must correspond to specific research goals to inform school psychology theory and practice meaningfully