Motivational Interviewing with At-Risk Students (MARS) Mentoring: Addressing the Unique Mental Health Needs of Students in Alternative School Placements

Autor/inn/en	Henry, Lauren; Reinke, Wendy M.; Herman, Keith C.; Thompson, Aaron M.; Lewis, Crystal G.
Titel	Motivational Interviewing with At-Risk Students (MARS) Mentoring: Addressing the Unique Mental Health Needs of Students in Alternative School Placements
Quelle	In: School Psychology Review, 50 (2020) 1, S.62-74 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1827679
Schlagwörter	At Risk Students; Mentors; Nontraditional Education; Intervention; Self Determination; Behavior Modification; Elementary School Students; Secondary School Students; African American Students; Males; Low Income Students; Program Effectiveness; Student Behavior; Behavior Problems; Discipline; Achievement Gains; Academic Achievement; Grades (Scholastic); Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Selbstbestimmung; Behaviour modification; Verhaltensänderung; Sekundarschüler; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Student behaviour; Schülerverhalten; Disziplin; Achievement gain; Leistungssteigerung; Schulleistung; Notenspiegel
Abstract	The goal of this project was to evaluate the effects of an innovative intervention model created specifically for youth in alternative school settings. The Motivational Interviewing with At-Risk Students (MARS) Mentoring Program is a unique intervention rooted in self-determination and behavior modification theories and delivered through a motivational interviewing framework. Student participants were enrolled at a K-12 district disciplinary alternative school and were predominately Black males who qualified for free or reduced price lunch (N = 39). Students were randomized using a block design to receive MARS Mentoring or to a wait-list control group. Regression analyses revealed significant and large treatment effects at 3-month follow-up. Mean improvements on the Behavior Assessment System for Children-Third Edition (BASC-3) social, emotional, and behavioral composites all indicated medium to large effect sizes. Students enrolled in MARS also experienced significantly fewer school disciplinary actions and improved academic performance. Analysis of intervention feasibility and acceptability reports indicated the program to be well received by stakeholders and practical to implement within the school setting. This brief, manualized intervention can be readily disseminated and has the potential to serve as a model for addressing the unique and profound social, emotional, and behavioral needs of youth in alternative school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01