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Teaching Simple Strategies to Foster Emotional Well-Being

Frontiers in psychology, 2021-11, Vol.12, p.772260-772260

2021

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Measuring emotional well-being through subjective report: a scoping review of reviews

BMJ open, 2022-12, Vol.12 (12), p.e062120-e062120

2022

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Expanding school wellness policies to encompass the Whole School, Whole Community, Whole Child model

Frontiers in public health, 2023-03, Vol.11, p.1143474-1143474

2023

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Promoting Learning for Students Experiencing Adversity and Trauma: The Everyday, yet Profound, Actions of Teachers

The Elementary school journal, 2021-03, Vol.121 (3), p.430-453

2021

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Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices

Frontiers in education (Lausanne), 2022-09, Vol.7

Koslouski, Jessica B.

2022

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Evaluating the Usability of the Wellness School Assessment Tool Whole School, Whole Community, Whole Child (WellSAT WSCC): A School Wellness Policy Assessment Tool

The Journal of school health, 2024-05, Vol.94 (5), p.406-414

2024

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Assessing District Policy Alignment with the Whole School, Whole Community, Whole Child Model in Connecticut, 2019 to 2020

The Journal of school health, 2022-06, Vol.92 (6), p.594-604

2022

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The trauma and learning policy initiative (TLPI)'s inquiry‐based process: Mapping systems change toward resilience

Journal of community psychology, 2023-09, Vol.51 (7), p.2943-2963

2023

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Considering Equity of Evidence: Examining Teachers’ Justifications for Direct Behavior Rating Scale Scores

School mental health, 2023-06, Vol.15 (2), p.552-565

2023

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Developing a Whole Child School Screening Instrument: Evaluating Perceived Usability as an Initial Step in Planning for Consequential Validity

School mental health, 2024-06, Vol.16 (2), p.370-386

2024

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Key Considerations in Delivering Trauma-Informed Professional Learning for Educators

Frontiers in education (Lausanne), 2022-03, Vol.7

2022

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School-Based Screening of Social Determinants of Health: A Scoping Review

School mental health, 2024-03, Vol.16 (1), p.1-14

2024

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District administrator perspectives of current and ideal approaches to identifying and supporting student social, emotional, and behavioral needs

Frontiers in education (Lausanne), 2024-02, Vol.9

2024

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Re-Envisioning School-Based Counseling: Sports-Based Group Therapy for Elementary School Students Exposed to Trauma

Journal of education (Boston, Mass.), 2023-01, Vol.203 (1), p.139-153

2023

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Promoting Learning for Students Experiencing Adversity and Trauma

The Elementary school journal, 2021-03, Vol.121 (3), p.430-453

2021

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“My Story Started When I was Younger. . .”: A Qualitative Analysis of Youth’s Differential Journeys Away From School

Journal of adolescent research, 2022-08, p.74355842211158

2022

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2.58 STAKEHOLDER COLLABORATION FOR IMPLEMENTING ONLINE ANXIETY TREATMENT IN TWO LANGUAGES WITHIN PEDIATRIC SETTINGS

Journal of the American Academy of Child and Adolescent Psychiatry, 2019-10, Vol.58 (10), p.S189-S190

2019

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A Professional Development Series in Trauma-Informed Teaching Practices: A Design-Based Research Study

Koslouski, Jessica B

2021

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ProQuest

Feel Your Best Self: Insights from elementary teachers’ use in teaching emotion-focused coping strategies

Social and Emotional Learning: Research, Practice, and Policy, 2024-06, Vol.3, p.100037, Article 100037

2024

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The future is inclusive: An invitation for interdisciplinary collaboration between social emotional learning and special education researchers

Social and Emotional Learning: Research, Practice, and Policy, 2024-06, Vol.3, p.100043, Article 100043

2024

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Understanding and responding to the effects of trauma in the classroom: A primer for educators

Social and Emotional Learning: Research, Practice, and Policy, 2023-06, Vol.1, p.100004, Article 100004

2023

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Considering Equity of Evidence: Examining Teachers' Justifications for DBR Scale Scores

Grantee Submission, 2023

2023

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Teaching Simple Strategies to Foster Emotional Well-Being

Measuring emotional well-being through subjective report: a scoping review of reviews

Expanding school wellness policies to encompass the Whole School, Whole Community, Whole Child model

Promoting Learning for Students Experiencing Adversity and Trauma: The Everyday, yet Profound, Actions of Teachers

Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices

Evaluating the Usability of the Wellness School Assessment Tool Whole School, Whole Community, Whole Child (WellSAT WSCC): A School Wellness Policy Assessment Tool

Assessing District Policy Alignment with the Whole School, Whole Community, Whole Child Model in Connecticut, 2019 to 2020

The trauma and learning policy initiative (TLPI)'s inquiry‐based process: Mapping systems change toward resilience

Considering Equity of Evidence: Examining Teachers’ Justifications for Direct Behavior Rating Scale Scores

Developing a Whole Child School Screening Instrument: Evaluating Perceived Usability as an Initial Step in Planning for Consequential Validity

Key Considerations in Delivering Trauma-Informed Professional Learning for Educators

School-Based Screening of Social Determinants of Health: A Scoping Review

District administrator perspectives of current and ideal approaches to identifying and supporting student social, emotional, and behavioral needs

Re-Envisioning School-Based Counseling: Sports-Based Group Therapy for Elementary School Students Exposed to Trauma

Promoting Learning for Students Experiencing Adversity and Trauma

“My Story Started When I was Younger. . .”: A Qualitative Analysis of Youth’s Differential Journeys Away From School

2.58 STAKEHOLDER COLLABORATION FOR IMPLEMENTING ONLINE ANXIETY TREATMENT IN TWO LANGUAGES WITHIN PEDIATRIC SETTINGS

A Professional Development Series in Trauma-Informed Teaching Practices: A Design-Based Research Study

Feel Your Best Self: Insights from elementary teachers’ use in teaching emotion-focused coping strategies

The future is inclusive: An invitation for interdisciplinary collaboration between social emotional learning and special education researchers

Understanding and responding to the effects of trauma in the classroom: A primer for educators

Considering Equity of Evidence: Examining Teachers' Justifications for DBR Scale Scores

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