Tyler L. Renshaw

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Utah State University | USU · Department of Psychology

This pilot study evaluated the effects of a mindfulness-based intervention (MBI) on teacher stress and coping as well as students’ prosocial classroom behavior. This study also explored the implementation fidelity and social validity of this MBI with teachers. This study used a single-case multiple baseline design across four elementary teachers. T...

The present study investigated school climate and family acceptance as two factors for reducing the minority stress that predicts sexual minority adolescents’ mental health broadly, and specifically in each environment. The current study investigated two analog mediational models examining the pathways of school climate and family acceptance on glo...

This chapter provides an overview of research on mindfulness-based interventions (MBIs) and compassion interventions (CIs) in K–12 schools. It begins by outlining the historical development and application of MBIs and CIs within educational settings. A summary of findings from systematic reviews, encompassing 11 reviews on MBIs and 7 on CIs with K–...

The use of self-report measures evaluating social, emotional, and behavioral risk can be an important element of universal screening with older children and adolescents. Research has demonstrated discrepancies between teacher ratings and student self-report ratings of social, emotional, and behavioral risk, which commonly result in incongruent risk...

This article presents a structured blueprint for school psychologists to assess and intervene in cases of automatically maintained self-injurious behavior (SIB) while adhering to the Least Restrictive Environment (LRE) mandate. We outline a six-step process for conducting Functional Behavior Assessments (FBAs) of automatically maintained SIB, integ...

Social, emotional, and behavioral problems present many issues and concerns for youth, families, and schools. Schools have adopted various frameworks of prevention and intervention meant to assist with such concerns. Two widely used frameworks are positive behavioral interventions and supports (PBIS) and social–emotional learning (SEL). The purpose...

The dual-factor mental health (DFMH) model posits that mental health comprises two distinct yet interrelated dimensions: psychological distress and psychological well-being. This study used responses to a 10-item measure within a self-report risk survey to explore the prevalence rates and criterion validity of a DFMH screening model based on norm-r...

The intentional and sustained actions to advance diversity, equity, and inclusion (DEI) in school psychology science and scholarship, will have reciprocal and dynamic influences on graduate preparation and practice. Herein, the School Psychology Review leadership team provides reflections on several of our intentional efforts, to date, to advocate...

School-based universal well-being screening is proposed within the Multi-tiered Systems of Support approach to collect data on school and individual well-being. Universal screening allows for data-based informed decision, allocating each pupil or set of pupils in universal, selective and/or indicated structured interventions and supports. However,...

Youth who are racially and ethnically marginalized in the United States are placed at risk for mental health disparities and inequities. We propose that promoting social-emotional competencies through universal school-based service delivery is one potential solution for improving the accessibility and quality of support for these youth. We further...

Mindfulness-based interventions (MBIs) in schools have become increasingly popular, as these practices can be integrated into classrooms by teachers, adapted to fit the individual needs of students or groups of students, and implemented as a schoolwide commitment to improve well-being. Research shows that MBIs are broadly effective for improving a...

Youths’ subjective well-being (SWB) is theorized to be an integral element of school success. However, little is known about the relative predictive power of different SWB indicators on educational outcomes. Thus, we investigated youths’ global and school-specific SWB as predictors of multidimensional educational performance. Participants were adol...

Brief, school-based mental health interventions hold promise for reducing barriers to mental health support access, a critical endeavor in light of increasing rates of mental health concerns among youth. However, there is no consensus on whether or not brief school-based interventions are effective at reducing mental health concerns or improving we...

As students present to school with mental health needs, the role of schools has evolved to include the provision of school-based mental health services delivered across a continuum or multitiered system of supports. Within this framework of services, students can receive intensive mental health services at the Tier 3 level. School-based mental heal...

Mindfulness-based interventions (MBIs) in schools have become increasingly popular, as these practices can be integrated into classrooms by teachers, adapted to fit the individual needs of students or groups of students, and implemented as a schoolwide commitment to improve well-being. Research shows that MBIs are broadly effective for improving a...

International literature indicates that adolescents' school-specific subjective well-being (SWB) is associated with their academic and social-emotional development. Teachers can be a central source of social influence on adolescents' school-specific SWB, but the cross-level associations between teachers' and students' school-specific SWB remains un...

Although care coordination (CC; i.e., the organization of care activities between professionals to facilitate appropriate service delivery; McDonald et al., 2007) has yet to be studied extensively within schools, preliminary research suggests coordinating school mental health supports can be beneficial (Francis et al., 2021) and that interprofessio...

Brief, school-based mental health interventions hold promise for reducing barriers to mental health support access, a critical endeavor in light of increasing rates of mental health concerns among youth. However, there is no consensus on whether or not brief school-based interventions are effective at reducing mental health concerns or improving we...

Universal screening for social, emotional, and behavioral risk is an important method for identifying students in need of additional or targeted support (Eklund and Dowdy in School Mental Health 6:40–49, 2014). Research is needed to explore how potential bias may be implicated in universal screening. We investigated student demographics as predicto...

Peer victimization is associated with unwanted outcomes including less school belongingness and lower academic ability and school achievement. This study expanded on previous research by investigating how a perception of defending by peers and teachers interacted with peer victimization to predict four aspects of student subjective wellbeing: schoo...

Objectives: This pilot study evaluated the effects of a mindfulness-based intervention (MBI) on teacher stress and coping as well as students’ prosocial classroom behavior. This study also explored the implementation fidelity and social validity of this MBI with teachers. Methods: This study used a single-case multiple baseline design across four...

Objectives: This pilot study evaluated the effects of a mindfulness-based intervention (MBI) on teacher stress and coping as well as students’ prosocial classroom behavior. This study also explored the implementation fidelity and social validity of this MBI with teachers. Methods: This study used a single-case multiple baseline design across four e...

Mental health screening is a pivotal practice for promoting the social–emotional–behavioral (SEB) health and well-being of youth in schools. However, some aspects of traditional mental health screening practices may inadvertently perpetuate structural racism and unintentionally facilitate oppression and SEB disparities. We address this issue constr...

With growing diversity within the U.S. population and notable barriers to accessing behavioral health care, marginalized youth are placed at risk for developing psychosocial and mental health problems. Promoting evidence-based interventions (EBIs) through school-based mental health services may improve accessibility and quality of care for marginal...

We used a large state-wide sample of adolescent students in 8th, 10th, and 12th grades (N = 58,689) to examine the predictive value of screen time on bullying victimization, as well as its interaction with age by gender, including transgender and gender nonconforming identities. Participants were majority boys/men (52.3%), heterosexual (88.1%), and...

The Youth Internalizing Problems Screener (YIPS) is a recently developed measure of general internalizing problems in adolescence. Validity evidence supporting interpretation and use of the YIPS outside the USA is still limited, and no research to date has examined cross-national invariance of this scale. Using two samples of Serbian adolescents, t...

Objective Mindful breathing meditation (MBM) and loving-kindness meditation (LKM) are common components of effective mindfulness-based interventions (MBIs). This study examined the differential effects of MBM and LKM on purported therapeutic process variables and mental health outcomes via component analysis. Method The research design was a rando...

We comment on the Baelen et al. article “Implementation Reporting Recommendations for School-Based Mindfulness Programs” (SBMPs). We describe reasons their work impresses us and why it makes a landmark contribution toward advancing the science of SBMPs. We then propose enhancing their framework by centering values of equity, diversity, and inclusio...

Internalizing and externalizing problems are common targets for school mental health screening. Prior research supports the interpretation of scores from the Youth Internalizing Problems Screener (YIPS) and the Youth Externalizing Problems Screener (YEPS), which were developed separately yet intended as companion measures. We extended previous work...

With growing diversity within the US population and notable barriers to accessing behavioral health care, marginalized youth are placed at risk for developing psychosocial and mental health problems. Promoting evidence-based interventions (EBIs) through school-based mental health services may improve accessibility and quality of care for marginaliz...

Minority stress theory is a model for understanding health disparities among sexual minorities, defined as those who experience a level of same-sex attraction, identity, or behavior. Methods for assessing minority stress among youth included only adult measures until the development of the Sexual Minority Adolescent Stress Inventory (SMASI). The SM...

Mindfulness is a traditional, spiritual Buddhist practice that has entered the mainstream of applied psychology and become secularised. This study examined the differential influence of the presentation priming of mindfulness meditation—as either a “sacred Buddhist practice” or a “scientifically proven tool”—on its therapeutic effectiveness in a ge...

The Student Subjective Wellbeing Questionnaire is a measure designed to assess adolescents’ subjective wellbeing at school. The article presents our work toward adapting the SSWQ to the Polish cultural context. The Polish translation of the SSWQ, the KIDSCREEN–27, and the State-Trait Anxiety Inventory for Children (STAIC) were administered to 818 s...

The Student Subjective Wellbeing Questionnaire (SSWQ) is a 16-item measure of school-specific subjective wellbeing intended for mental health screening applications. We extended past validation work to scrutinize the SSWQ's previously proposed factor structure (i.e., four group factors; one general factor) and score reliability using two random sub...

This Research Brief reports on a pilot test toward developing a new measure of student social- emotional competence informed by the five-factor model proposed by the Collaborative for Academic, Social, and Emotional Learning (CASEL 5). Current measures of the CASEL 5 are limited by development approaches that may contribute to confirmation bias. Ou...

As an emerging and important topic in positive psychology across different cultures, subjective wellbeing (SW) for a specific population is embedded in key life/work domains. For instance, teachers’ (TSW) and students’ SW (SSW) are rooted in their school life. International literature in education and psychology supported SW as a dynamic predictor...

The Student Subjective Wellbeing Questionnaire (SSWQ) is a measure designed to assess adolescents’ subjective wellbeing at school. The article presents our work towards adapting the SSWQ to the Polish cultural context. The Polish translation of this measure, the KIDSCREEN–27, and the State-Trait Anxiety Inventory for Children (STAIC) were administe...

The Student Subjective Wellbeing Questionnaire - Polish version (SSWQ-PL) is a measure designed to assess adolescents’ subjective wellbeing at school. It's comprised of four subscales (like the original version): School Connectedness, Joy of Learning, Educational Purpose, and Academic Efficacy. Subscale scores can be used as standalone wellbeing in...

Objectives The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth. Methods We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust coding...

Youth suicide continues to be a significant public health issue, with especially elevated levels of suicide thoughts and behaviors experienced by marginalized students across race/ethnicity, gender, sexual orientation, and age demographics. This article highlights the importance of contemporary research informing and advancing professional efforts...

We used a large state-wide sample of adolescent students (N = 58,689) to examine the predictive value of screen time on bullying victimization, as well as its interaction with age by gender, including transgender and gender nonconforming identities. Students were sampled in a routine statewide survey that included 8th, 10th, and 12th graders. Parti...

Anxiety disorders are one of the most prevalent diagnoses in youth, often resulting in impaired social and school functioning. Research on treatments for youth anxiety is primarily based in traditional clinical settings. However, integrating youth psychotherapies into the school environment improves access to evidence-based care. The present study...

Minority stress theory is a model for understanding health disparities among sexual minorities. Methods for assessing minority stress among youth included only adult measures until the development of the Sexual Minority Adolescent Stress Inventory (SMASI). The SMASI appears to be a robust scale in its ability to measure global and specific minority...

The present study investigated home and school climates as two factors for reducing the minority stress that predicts sexual minority youths’ mental health broadly, and specifically in each environment. The current study investigated two mediational models examining the pathways of school and home climates on global life satisfaction (Model 1) and...

The minority stress model has been used to explain added daily stressors that non-heterosexual (LGB+) individuals experience. While the emphasis of minority stress research is frequently broad (global minority stress) or narrow (specific stressors) in focus, the literature often refers to specific stressors at the domain level as either distal (ext...

We evaluated the usefulness of scores from two transdiagnostic scales—the 8-item version of the Avoidance and Fusion Questionnaire for Youth and the second edition of the Avoidance and Action Questionnaire—for estimating symptom severity on two measures of depression and anxiety. Responses from 797 college students, who mostly identified as White a...

This article makes the conceptual and empirical case for using acceptance and commitment therapy (ACT) with youth in school settings. As background, a logical, evidence-based case is made for school-based mental health services more generally. The authors outline a public health approach to using ACT in schools via a multitiered system of supports...

The minority stress model has been used to explain added daily stressors that non-heterosexual (LGB+) individuals experience. While the emphasis of minority stress research is frequently broad (global minority stress) or narrow (specific stressors) in focus, the literature often refers to specific stressors at the domain level as either distal (ext...

Internalizing and externalizing problems are common targets for school mental health screening. The Youth Internalizing Problems Screener (YIPS) and the Youth Externalizing Problems Screener (YEPS) were developed separately yet intended as companion self-report screeners. Prior research supports the interpretation of total scores derived from both...

This chapter orients readers to the landscape of mindfulness and mindfulness-based intervention (MBI) in schools. First, definitions and examples of the key constructs are given: mindfulness and MBI. Next, a discussion is provided on the empirical support and contemporary issues surrounding two aspects of evidence-based practice related to mindfuln...

This chapter makes the conceptual and empirical case for using acceptance and commitment therapy (ACT) with youth in school settings. We provide background for this project by making a logical, evidence-based case for school-based mental health services more generally. We then outline a public health approach to using ACT in schools via multitiered...

Objectives: Mindful breathing meditation (MBM) and loving-kindness meditation (LKM) are common components of effective mindfulness-based interventions (MBIs). This pilot study examined the differential effects of MBM and LKM on purported therapeutic process variables and mental health outcomes via component analysis. Methods: The research design wa...

Mindfulness is a traditional, sacred Buddhist practice that has entered the mainstream of applied psychology and become secularized. This study examined the differential influence of the presentation priming of mindfulness meditation—as either a “sacred Buddhist practice” (sacred condition) or a “scientifically proven tool” (secular condition)—on i...

Objectives: Mindful breathing meditation (MBM) and loving-kindness meditation (LKM) are common components of effective mindfulness-based interventions (MBIs). This pilot study examined the differential effects of MBM and LKM on purported therapeutic process variables and mental health outcomes via component analysis. Methods: The research design wa...

The Student Subjective Wellbeing Questionnaire (SSWQ) is a 16-item measure of school-specific subjective wellbeing intended for mental health screening applications. We extended past validation work to scrutinize the SSWQ’s previously proposed factor structure (i.e., four group factors; one general factor) and score reliability using two random sub...

We evaluated the usefulness of scores from two transdiagnostic scales—the 8-item version of the Avoidance and Fusion Questionnaire for Youth (AFQ-Y8) and the second edition of the Avoidance and Action Questionnaire (AAQ-II)—for estimating symptom severity on two measures of depression and anxiety. Responses to both measures of psychological inflexi...

Youth who are racially and ethnically marginalized in the United States are placed at risk for mental health disparities and inequities. We propose that promoting social-emotional competencies through universal school-based service delivery is one potential solution for improving the accessibility and quality of support for these youth. We further...

Low-income and ethnically diverse youth in the United States have unmet needs for mental health services; however, these same youth are unlikely to be connected with high-quality mental health care. Promoting social-emotional competencies through school-based service delivery is one potential solution for improving the accessibility and quality of...

Youth who are racially and ethnically marginalized in the United States are placed at risk for mental health disparities and inequities. We propose that promoting social-emotional competencies through universal school-based service delivery is one potential solution for improving the accessibility and quality of support for these youth. We further...

Objective: The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth. Methods: We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust codin...

Objective: The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth. Methods: We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust codin...

Objective: The purpose of this systematic review was to assess the current literature on mindfulness-based school interventions (MBSIs) by evaluating evidence across specific outcomes for youth. Methods: We evaluated 77 studies with a total sample of 12,358 students across five continents, assessing the quality of each study through a robust codin...

Minority stress has been posited as a framework to explain the health disparities seen in sexual minority youth, including lesbian, gay, bisexual (LGB+) youth. In the present study, psychological inflexibility was investigated as a moderator in the relationship between minority stress and two harmful youth outcomes: substance misuse and suicidality...

Domain-specific measures of subjective wellbeing are valuable tools for assessing the mental health of college students. In this study, we examined relations between Big Five personality traits and college students’ subjective wellbeing (SWB) using a college-specific measure: The College Student Subjective Wellbeing Questionnaire (CSSWQ). Using a l...

Given that youth mental health is associated with success in school and life more broadly, it is important that school-based psychological service providers embrace best-practice prevention and intervention strategies that target mental health when working with student populations. One line of study in this area has begun exploring the incorporatio...

Domain-specific measures of subjective wellbeing are valuable tools for assessing the mental health of college students. In this study, we examined relations between Big Five personality traits and college students’ subjective wellbeing (SWB) using a college-specific measure: The College Student Subjective Wellbeing Questionnaire (CSSWQ). Using a l...

In this manuscript, we (a) briefly describe proposed open-science practices to increase transparency of research in special education and related disciplines, and (b) provide recommendations for research funders, professional societies, journal editors and publishers, and individual researchers to support awareness, exploration, and adoption of ope...

In this manuscript, we (a) briefly describe proposed open-science practices to increase transparency of research in special education and related disciplines, and (b) provide recommendations for research funders, professional societies, journal editors and publishers, and individual researchers to support awareness, exploration, and adoption of ope...

[Download this preprint via PsyArXiv at the following link: https://psyarxiv.com/4c8hq/] Training in mindfulness has been shown to improve a variety of psychological disorders as well as physical conditions. Additionally, mindfulness training has been shown to reduce risk-taking behaviors following several weeks of training. Reducing risk-taking be...

This brief report presents an analog test of the relative classification validity of three cutoff values (CVs; 16, 18, and 20) derived from responses to the self-report version of the Strengths and Difficulties Questionnaire: Total Difficulties Scale. Results from Bayesian t-tests, using several school-specific subjective well-being indicators as d...

This brief report presents a secondary analysis of responses to the Student Subjective Wellbeing Questionnaire (SSWQ) with a sample of urban middle-schoolers. Relative classification validity evidence was evaluated for two screening models derived from responses to the SSWQ: one based on the Overall Wellbeing Scale (OWS) and the other based solely...

Training in mindfulness has been shown to improve a variety of psychological disorders as well as physical conditions. Additionally, mindfulness training has been shown to reduce risk-taking behaviors following several weeks of training. Reducing risk-taking behaviors is of particular importance in regard to specific mental health problems, such as...

Teachers report high levels of occupational stress, which is associated with teacher turnover and potential negative consequences for students. Mindfulness-based interventions (MBIs) may improve the protective factors that buffer educators against occupational stress. Although previous meta-analytic reviews synthesized the effects of MBIs for healt...

[Download this preprint via PsyArXiv at the following link: https://psyarxiv.com/46d9c/] This brief report presents preliminary psychometrics of responses to the Youth Externalizing Problems Screener (YEPS), which is a 10-item self-report rating scale intended for use as a screening instrument. The YEPS was designed to function as a companion measu...

This brief report presents an analog test of the relative classification validity of three cutoff values (CVs; 16, 18, and 20) derived from responses to the self-report version of the Strengths and Difficulties Questionnaire: Total Difficulties Scale. Results from Bayesian t-tests, using several school-specific subjective well-being indicators as d...

This brief report presents preliminary psychometrics of responses to the Youth Externalizing Problems Screener (YEPS), which is a 10-item self-report rating scale intended for use as a screening instrument. The YEPS was designed to function as a companion measure to the Youth Internalizing Problems Screener (YIPS), facilitating the screening of bro...

[*Download this preprint via PsyArxiv: https://psyarxiv.com/589jq/*] Teachers report high levels of occupational stress, which is associated with teacher turnover and potential negative consequences for students. Mindfulness-based interventions (MBIs) may improve the protective factors that buffer educators against occupational stress. Although pr...

Strong teacher–student relationships have long been considered a foundational aspect of a positive school experience. The aim of the current study was to evaluate the effects of the establish–maintain–restore (EMR) method for improving teacher–student relationships and students’ classroom behavior while providing elementary teachers with structured...

This brief report presents a secondary analysis of responses to the Student Subjective Wellbeing Questionnaire (SSWQ) with a sample of urban middle-schoolers. Relative classification validity evidence was evaluated for two screening models derived from responses to the SSWQ: one based on the Overall Wellbeing Scale (OWS) and the other based solely...

This study presents initial evidence supporting the language adaptation of a brief measure of youths’ internalizing problems—the Youth Internalizing Problems Screener (YIPS)—for use with Turkish adolescents within the context of school mental health screening. Results showed that responses to the Turkish version of the YIPS were characterized by a...

The present study investigated the predictive validity of two competing measurement models underlying the Student Subjective Wellbeing Questionnaire (SSWQ)—first-order and second-order—relative to several specific classes of adolescent problem behaviors: antisocial behavior, alcohol use, tobacco use, suicidal tendencies, nutrition habits, and schoo...

This report presents initial psychometrics from testing a cultural adaptation of the Psychological Wellbeing and Distress Screener (PWDS) with a sample of urban adolescents in Turkey (N = 399). Results from confirmatory factor analyses indicated that responses to the Turkish version of the measure (PWDS–T) were characterized by a two-factor measure...

Managing classroom behavior is an important prerequisite to effective teaching and a salient need in alternative schools. Unfortunately, students from these schools are often underrepresented in the intervention literature. The primary aim of this study was to compare the effectiveness of two different theoretical approaches to classroom management...

Gratitude-based interventions have been shown to significantly improve positive indicators of mental health and reduce negative indicators of mental health. The present study used a randomized controlled trial design to test a brief grateful thinking-only exercise with a sample of college students (N = 97). Participants in the gratitude-based inter...

Externalizing behavior is a significant concern among teachers. Teachers could benefit from incorporating proactive strategies to prevent problem behaviors and promote academic engagement as students transition into the classroom learning environment. The purpose of this study was to conduct an experimental investigation of the Positive Greetings a...

The present study probed the relative structural and concurrent validity of responses to three self-report measures of psychological inflexibility with a large sample of college students (N = 797): the revised version of the Acceptance and Action Questionnaire (AAQ-II), the shorter version of the Avoidance and Fusion Questionnaire for Youth (AFQ-Y8...

This editorial defines mindfulness and mindfulness-based intervention (MBI), briefly overviews the state-of-the science of MBI with youth and in schools, and describes the potential role of MBI in school psychology. Following, the articles within this special issue are introduced and discussed in light of directions for future research and practice...

The present study reports on the initial validation of the eight-item version of the Avoidance and Fusion Questionnaire for Youth (AFQ-Y8) as a school mental health screener for identifying clinical-level depression and anxiety caseness within a sample of urban high school students (N = 219). Results indicated that responses to the AFQ-Y8 yielded b...

The present study used a randomized controlled research design to test an adaptation of the gratitude letter-writing-and-visit intervention, using notes instead of letters and instant communication technology instead of personal visits, for the purposes of improving college students (N = 115) mental health. The gratitude-based intervention conditio...

The present study reports on the technical adequacy of a cultural adaptation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with a sample of Brazilian educators (n = 268). Responses to a Brazilian Portuguese version of the TSWQ (TSWQ-BP) indicated a sound two- factor measurement model as well as convergent validity with teachers’ response...

The present study reports on an investigation of the generalizability of the technical adequacy of the Positive Experience at School Scale (PEASS) with a sample of students (N = 1,002) who differed substantially in age/grade level (i.e., adolescents in middle school as opposed to children in elementary school) and ethnic identity (i.e., majority Bl...

Research validating mindfulness-based interventions with youths and in schools is growing, yet research validating measures of youths’ mindfulness in schools has received far less empirical attention. The present study makes the case for and reports on the preliminary development and validation of a new, 15-item, multidimensional, self-report measu...

The present study reports on the psychometric defensibility of the Psychological Wellbeing and Distress Screener (PWDS), which is a 10-item self-report behavior rating scale for measuring youth’s bidimensional (also known as dual-factor or two- continua) mental health. The PWDS was developed using preexisting items within the Health Behavior in Sch...