Jessica B Koslouski
Biographic Data
| ID | 5016697 |
|---|---|
| NAME | Jessica B Koslouski |
| GIVEN NAMES | Jessica B |
| FAMILY NAME | Koslouski |
| SIGNATURE | KOSLOUSKI J B |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0002-7728-2515 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Advancing Whole-Child Screening in Schools
The goal of the ESSY Whole Child Screener is to comprehensively and efficiently assess child and contextual factors that affect students’ success in schools. This study evaluated the initial psychometric properties of the screener, its internal factor structure, internal consistency reliability, and teacher perceptions of usability and potential consequences of use. Two large U.S. samples of third, fourth, and fifth grade teachers rated their stu…
Consequential Validity-Centered Measure Development
Consequential validity (positive and negative consequences of test use) has long been considered a key component to assessment validity, yet explicit focus within measure development and evaluation research has been limited. In this paper, we offer a path forward using the Consequential Validity-Centered Measure Development (CVMD) framework. We argue that attending to consequential validity during the measure development process positions develop…
Influence of Teacher and Student Characteristics on Teacher Ratings of Students' Social, Emotional, and Behavioral Functioning
Although behavior rating scales are frequently used in the school‐based assessment of student behavior, concerns have been noted regarding the subjectivity of teacher ratings. Individual studies have documented systematic differences in teachers' assessments of groups of students; however, the extent to which findings have been consistently identified across studies was unknown. Through the current scoping review, we sought to better understand t…
Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice
Growing recognition of the high prevalence of childhood adversity and maltreatment in the general population has led to efforts to support students through trauma‐informed practice (TIP). This study investigated the use of coaching in effectively implementing trauma‐informed programs in schools. A psychologist and a program “champion” (learning engagement coordinator) provided individual teachers coaching on student socio‐emotional and behavioral…
District administrator perspectives of current and ideal approaches to identifying and supporting student social, emotional, and behavioral needs
Introduction Leadership support has been identified as a key facilitator to successful implementation of school-based initiatives. School leadership contributions to student academic success and school reform have been documented, but less work has focused on the effects of leadership on school mental health initiatives such as social, emotional, and behavioral (SEB) screening. Few studies have investigated administrator knowledge and support for…
Evaluating the Usability of the Wellness School Assessment Tool Whole School, Whole Community, Whole Child (WellSAT WSCC)
BACKGROUND: Adoption of the Whole School, Whole Community, Whole Child (WSCC) model has been slowed by a lack of available tools to support implementation. The Wellness School Assessment Tool (WellSAT) WSCC is an online assessment tool that allows schools to evaluate the alignment of their policies with the WSCC model. This study assesses the usability of the WellSAT WSCC. METHODS: Using a convergent mixed methods design, we collected qualitative…
“My Story Started When I was Younger. . .”
Adverse childhood experiences (ACEs) increase youths’ risk for leaving high school before graduating. However, to our knowledge, no one has examined how youth themselves conceptualize the role of ACEs in their journeys away from school. In this exploratory qualitative study, we used narrative analysis to examine (1) whether youth (n = 27) described ACEs leading them away from school, (2) how early these trajectories began, from youth’s own perspe…
Expanding school wellness policies to encompass the Whole School, Whole Community, Whole Child model
Schools influence children’s developmental outcomes across multiple domains, including academic, social, emotional, behavioral, and physical. School district wellness policies are powerful mechanisms that set clear expectations for health-related practices in school buildings and the surrounding community. A current challenge is that many health-related school policies are narrow, siloed, and reactive instead of proactive. In this paper, we: (a) …
Re-Envisioning School-Based Counseling
Mixed-methods were used to investigate treatment outcomes for youth enrolled in an innovative sports-based group therapy intervention. Chart review was conducted for 65 youth, aged 5 to 13 years over one academic year at an elementary school serving high-needs youth in an urban district. Analysis revealed symptom reduction for 72% of participants. For a subset of students ( n = 34) with available Child and Adolescent Needs and Strengths (CANS) As…
The trauma and learning policy initiative (TLPI)'s inquiry‐based process
Trauma is much more than our individual experiences. Fundamentally, trauma is rooted in our social conditions, interrelated with the oppression and violence in our communities and in societies at large. Trauma is knotted within cycles of harm in our relationships and in our communities and institutions. Not only are our communities and institutions sites of trauma, however, but they can also be sites of great healing, restoration, and resilience.…
Developing empathy and support for students with the “most challenging behaviors
This mixed-methods study investigated the learning and shifts in teaching practices that educators reported after participating in a trauma-informed schools professional development intervention. Training participants were 61 educators at a suburban U.S. elementary school. The year-long intervention included three after-school trainings, classroom coaching for a subset of teachers, and evaluation of school policies with administrators. Interview …
Key Considerations in Delivering Trauma-Informed Professional Learning for Educators
More than half of United States adults have experienced potentially traumatic events. Given that reminders of these events can spur re-traumatization, facilitators of professional learning about trauma-informed practices must be intentional in their delivery to avoid re-traumatizing participants. Based on our experience delivering professional learning in trauma-informed practices to K-12 educators, we outline key strategies for facilitators. We …
Assessing District Policy Alignment with the Whole School, Whole Community, Whole Child Model in Connecticut, 2019 to 2020
BACKGROUND: The Whole School, Whole Community, Whole Child (WSCC) model offers a comprehensive framework for creating safe, healthy, and supportive school environments. However, few studies to date have examined the degree to which school policies represent a comprehensive and integrated approach to this goal beyond nutrition and physical activity. Therefore, the purpose of this study was to provide a baseline evaluation of the alignment of distr…
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Developing empathy and support for students with the “most challenging behaviors
This mixed-methods study investigated the learning and shifts in teaching practices that educators reported after participating in a trauma-informed schools professional development intervention. Training participants were 61 educators at a suburban U.S. elementary school. The year-long intervention included three after-school trainings, classroom coaching for a subset of teachers, and evaluation of school policies with administrators. Interview …
Key Considerations in Delivering Trauma-Informed Professional Learning for Educators
More than half of United States adults have experienced potentially traumatic events. Given that reminders of these events can spur re-traumatization, facilitators of professional learning about trauma-informed practices must be intentional in their delivery to avoid re-traumatizing participants. Based on our experience delivering professional learning in trauma-informed practices to K-12 educators, we outline key strategies for facilitators. We …
Assessing District Policy Alignment with the Whole School, Whole Community, Whole Child Model in Connecticut, 2019 to 2020
BACKGROUND: The Whole School, Whole Community, Whole Child (WSCC) model offers a comprehensive framework for creating safe, healthy, and supportive school environments. However, few studies to date have examined the degree to which school policies represent a comprehensive and integrated approach to this goal beyond nutrition and physical activity. Therefore, the purpose of this study was to provide a baseline evaluation of the alignment of distr…
Expanding school wellness policies to encompass the Whole School, Whole Community, Whole Child model
Schools influence children’s developmental outcomes across multiple domains, including academic, social, emotional, behavioral, and physical. School district wellness policies are powerful mechanisms that set clear expectations for health-related practices in school buildings and the surrounding community. A current challenge is that many health-related school policies are narrow, siloed, and reactive instead of proactive. In this paper, we: (a) …
Re-Envisioning School-Based Counseling
Mixed-methods were used to investigate treatment outcomes for youth enrolled in an innovative sports-based group therapy intervention. Chart review was conducted for 65 youth, aged 5 to 13 years over one academic year at an elementary school serving high-needs youth in an urban district. Analysis revealed symptom reduction for 72% of participants. For a subset of students ( n = 34) with available Child and Adolescent Needs and Strengths (CANS) As…
The trauma and learning policy initiative (TLPI)'s inquiry‐based process
Trauma is much more than our individual experiences. Fundamentally, trauma is rooted in our social conditions, interrelated with the oppression and violence in our communities and in societies at large. Trauma is knotted within cycles of harm in our relationships and in our communities and institutions. Not only are our communities and institutions sites of trauma, however, but they can also be sites of great healing, restoration, and resilience.…
District administrator perspectives of current and ideal approaches to identifying and supporting student social, emotional, and behavioral needs
Introduction Leadership support has been identified as a key facilitator to successful implementation of school-based initiatives. School leadership contributions to student academic success and school reform have been documented, but less work has focused on the effects of leadership on school mental health initiatives such as social, emotional, and behavioral (SEB) screening. Few studies have investigated administrator knowledge and support for…
Evaluating the Usability of the Wellness School Assessment Tool Whole School, Whole Community, Whole Child (WellSAT WSCC)
BACKGROUND: Adoption of the Whole School, Whole Community, Whole Child (WSCC) model has been slowed by a lack of available tools to support implementation. The Wellness School Assessment Tool (WellSAT) WSCC is an online assessment tool that allows schools to evaluate the alignment of their policies with the WSCC model. This study assesses the usability of the WellSAT WSCC. METHODS: Using a convergent mixed methods design, we collected qualitative…
“My Story Started When I was Younger. . .”
Adverse childhood experiences (ACEs) increase youths’ risk for leaving high school before graduating. However, to our knowledge, no one has examined how youth themselves conceptualize the role of ACEs in their journeys away from school. In this exploratory qualitative study, we used narrative analysis to examine (1) whether youth (n = 27) described ACEs leading them away from school, (2) how early these trajectories began, from youth’s own perspe…
Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice
Growing recognition of the high prevalence of childhood adversity and maltreatment in the general population has led to efforts to support students through trauma‐informed practice (TIP). This study investigated the use of coaching in effectively implementing trauma‐informed programs in schools. A psychologist and a program “champion” (learning engagement coordinator) provided individual teachers coaching on student socio‐emotional and behavioral…
Advancing Whole-Child Screening in Schools
The goal of the ESSY Whole Child Screener is to comprehensively and efficiently assess child and contextual factors that affect students’ success in schools. This study evaluated the initial psychometric properties of the screener, its internal factor structure, internal consistency reliability, and teacher perceptions of usability and potential consequences of use. Two large U.S. samples of third, fourth, and fifth grade teachers rated their stu…
Consequential Validity-Centered Measure Development
Consequential validity (positive and negative consequences of test use) has long been considered a key component to assessment validity, yet explicit focus within measure development and evaluation research has been limited. In this paper, we offer a path forward using the Consequential Validity-Centered Measure Development (CVMD) framework. We argue that attending to consequential validity during the measure development process positions develop…
Influence of Teacher and Student Characteristics on Teacher Ratings of Students' Social, Emotional, and Behavioral Functioning
Although behavior rating scales are frequently used in the school‐based assessment of student behavior, concerns have been noted regarding the subjectivity of teacher ratings. Individual studies have documented systematic differences in teachers' assessments of groups of students; however, the extent to which findings have been consistently identified across studies was unknown. Through the current scoping review, we sought to better understand t…
Psychology (10 works) · Medicine (7 works) · Early Childhood Education and Development (6 works) · Medical education (5 works) · Child Abuse and Trauma (4 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Computer Science (4 works) · Education Discipline and Inequality (4 works) · Political science (4 works) · Applied Psychology (3 works)