Faith Zabek
Datos Biográficos
| ID | 188305 |
|---|---|
| NOMBRE | Faith Zabek |
| NOMBRES | Faith |
| APELLIDO | Zabek |
| FIRMA | ZABEK F |
| AFILIACIONES | University of Virginia |
| ORCID | 0000-0003-3967-6756 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Exploring Role and Experience Factors on a Virtual, Echo‐Based School Mental Health Professional Development Program
In‐service training for school staff, generally referred to as professional development (PD), may bolster a school's capacity for implementing school mental health (SMH) services. However, not all PD results in knowledge or behavior change. In one model of PD, Project Extension for Community Healthcare Outcomes (ECHO), participants collaborate with each other and a panel of SMH experts on case consultation and didactics. Although ECHO has shown t…
Designing a developmentally supportive middle school environment
Coordinating Mental Health Supports Across Out-of-School and In-School Providers
The coordination of school- and community-based mental health services is a promising strategy to respond to the rising mental health needs of youth. Out-of-school time (OST) programs are an under-utilized community-based resource that may be leveraged to help meet this need. We conducted a scoping review to (a) identify practices that facilitate the coordination of care between schools and OST programs and (b) examine whether such practices alig…
Supporting School Mental Health Providers
Black adolescents’ perceptions of transgressor, victim, and bystander
Scant research exists on adolescent thinking about sexual harassment (SH), and even less on Black adolescents’ thinking. We listened to Black students as they thought aloud about a hypothetical SH dilemma. Participants were 7th graders ( N = 21, 10 girls, M = 13.2 years, SD = 2.9) who identified as Black or African American. We presented a hypothetical dilemma about a boy who continues to touch a girl despite her request to stop. Participants wer…
Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the Georgia School Climate Scale
Growing but Not Grown
In this study, we take a situationally specific approach to understanding how Black girls perceive, process, and respond to a hypothetical social situation. Through this approach, we aim to contribute to developmental inquiry that resists deficit thinking by foregrounding the voices of Black girls. The current study took place within the participatory culture-specific intervention model and involved 22 early adolescent Black girls (fifth–seventh …
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Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the Georgia School Climate Scale
Growing but Not Grown
In this study, we take a situationally specific approach to understanding how Black girls perceive, process, and respond to a hypothetical social situation. Through this approach, we aim to contribute to developmental inquiry that resists deficit thinking by foregrounding the voices of Black girls. The current study took place within the participatory culture-specific intervention model and involved 22 early adolescent Black girls (fifth–seventh …
Supporting School Mental Health Providers
Black adolescents’ perceptions of transgressor, victim, and bystander
Scant research exists on adolescent thinking about sexual harassment (SH), and even less on Black adolescents’ thinking. We listened to Black students as they thought aloud about a hypothetical SH dilemma. Participants were 7th graders ( N = 21, 10 girls, M = 13.2 years, SD = 2.9) who identified as Black or African American. We presented a hypothetical dilemma about a boy who continues to touch a girl despite her request to stop. Participants wer…
Coordinating Mental Health Supports Across Out-of-School and In-School Providers
The coordination of school- and community-based mental health services is a promising strategy to respond to the rising mental health needs of youth. Out-of-school time (OST) programs are an under-utilized community-based resource that may be leveraged to help meet this need. We conducted a scoping review to (a) identify practices that facilitate the coordination of care between schools and OST programs and (b) examine whether such practices alig…
Exploring Role and Experience Factors on a Virtual, Echo‐Based School Mental Health Professional Development Program
In‐service training for school staff, generally referred to as professional development (PD), may bolster a school's capacity for implementing school mental health (SMH) services. However, not all PD results in knowledge or behavior change. In one model of PD, Project Extension for Community Healthcare Outcomes (ECHO), participants collaborate with each other and a panel of SMH experts on case consultation and didactics. Although ECHO has shown t…
Designing a developmentally supportive middle school environment
Psychology (5 obras) · Mental health (3 obras) · Sociology (3 obras) · Developmental psychology (2 obras) · Early Childhood Education and Development (2 obras) · Medical education (2 obras) · Medicine (2 obras) · Mental Health Treatment and Access (2 obras) · Perspective (graphical) (2 obras) · Psychiatry (2 obras)