Brett Zyromski
Biographic Data
| ID | 2053341 |
|---|---|
| NAME | Brett Zyromski |
| GIVEN NAMES | Brett |
| FAMILY NAME | Zyromski |
| SIGNATURE | ZYROMSKI B |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0001-5405-749X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Student Veterans’ Social Justice Identity and Perceptions of Suicide Prevention
Suicide is a leading cause of veteran deaths in the United States. Importantly, student veterans with more favorable perceptions of suicide prevention may be more likely to engage in such efforts. Social justice identity includes a commitment to action. Therefore, social justice-oriented student veterans may be more likely to commit to the mission of suicide prevention to protect themselves and others. This study sought to examine how social just…
Texting: A simple path to building trust
Middle school brings rapid developmental changes for adolescents, and parent engagement is as essential as ever. However, what worked for parent-teacher partnerships in elementary school doesn’t fit so well in middle school. Adolescents are building their autonomy, and teachers must help empower parents’ efforts to bolster students as independent learners through academic socialization. The authors explore how a brief texting intervention might b…
Principles of antiracist social emotional justice learning
COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively maintain oppressive environments through which students are required to navigate. Therefore, the autho…
Reimagining SEL as a tool to deconstruct racist educational systems
Mitigating the Effects of Adverse Childhood Experiences: How Restorative Practices in Schools Support Positive Childhood Experiences and Protective Factors
Many students in the United States suffer from mental health issues resulting from Adverse Childhood Experiences (ACEs). Often, students exhibit negative behavior as a result of these issues and many schools continue to implement punitive approaches to discipline, such as suspensions or expulsions, which serve to further isolate and disconnect students from school. Positive Childhood Experiences (PCEs) and Protective Factors (PFs) can mitigate th…
Establishing the Factor Structure of the 18-Item Version of the Junior Metacognitive Awareness Inventory
The Junior Metacognitive Awareness Inventory is a student self-report scale developed to correspond to a two-factor model of metacognition. Exploratory (N = 1,783) and confirmatory factor analysis (N = 942) were conducted using data from students in Grades 6 through 12 with results supporting two underlying factors corresponding to Knowledge and Regulation of Cognition
One School, Many Differences: An Assessment Tool for School Counselors and Multicultural Counseling
Principles of antiracist social emotional justice learning
COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively maintain oppressive environments through which students are required to navigate. Therefore, the autho…
Reimagining SEL as a tool to deconstruct racist educational systems
One School, Many Differences: An Assessment Tool for School Counselors and Multicultural Counseling
Establishing the Factor Structure of the 18-Item Version of the Junior Metacognitive Awareness Inventory
The Junior Metacognitive Awareness Inventory is a student self-report scale developed to correspond to a two-factor model of metacognition. Exploratory (N = 1,783) and confirmatory factor analysis (N = 942) were conducted using data from students in Grades 6 through 12 with results supporting two underlying factors corresponding to Knowledge and Regulation of Cognition
Mitigating the Effects of Adverse Childhood Experiences: How Restorative Practices in Schools Support Positive Childhood Experiences and Protective Factors
Many students in the United States suffer from mental health issues resulting from Adverse Childhood Experiences (ACEs). Often, students exhibit negative behavior as a result of these issues and many schools continue to implement punitive approaches to discipline, such as suspensions or expulsions, which serve to further isolate and disconnect students from school. Positive Childhood Experiences (PCEs) and Protective Factors (PFs) can mitigate th…
Student Veterans’ Social Justice Identity and Perceptions of Suicide Prevention
Suicide is a leading cause of veteran deaths in the United States. Importantly, student veterans with more favorable perceptions of suicide prevention may be more likely to engage in such efforts. Social justice identity includes a commitment to action. Therefore, social justice-oriented student veterans may be more likely to commit to the mission of suicide prevention to protect themselves and others. This study sought to examine how social just…
Texting: A simple path to building trust
Middle school brings rapid developmental changes for adolescents, and parent engagement is as essential as ever. However, what worked for parent-teacher partnerships in elementary school doesn’t fit so well in middle school. Adolescents are building their autonomy, and teachers must help empower parents’ efforts to bolster students as independent learners through academic socialization. The authors explore how a brief texting intervention might b…
Principles of antiracist social emotional justice learning
COVID-19 has increased the emphasis on social emotional learning (SEL) in our schools. Unfortunately, the current approaches to SEL can often perpetuate racial hierarchies, apply a deficit lens toward students, and emphasize the need for student-level change while ignoring the historical, social, and cultural influences that created and actively maintain oppressive environments through which students are required to navigate. Therefore, the autho…
Reimagining SEL as a tool to deconstruct racist educational systems
Psychology (7 works) · Pedagogy (4 works) · Political science (4 works) · Social Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Criminology (3 works) · Developmental psychology (3 works) · Education Discipline and Inequality (3 works) · Medicine (3 works) · Mental health (3 works)