Targeting Internalizing Symptoms in Children: What Is the Impact on School Functioning?

Autor/inn/en	Pedersen, M. L.; Holen, S.; Sund, A. M.; Adolfsen, F.; Løvaas, M. E.; Martinsen, K. D.; Neumer, S.-P.; Patras, J.; Rasmussen, L.-M.; Lydersen, S.
Titel	Targeting Internalizing Symptoms in Children: What Is the Impact on School Functioning?
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 5, S.709-724 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pedersen, M. L.) ORCID (Holen, S.) ORCID (Sund, A. M.) ORCID (Adolfsen, F.) ORCID (Løvaas, M. E.) ORCID (Martinsen, K. D.) ORCID (Neumer, S.-P.) ORCID (Patras, J.) ORCID (Rasmussen, L.-M.) ORCID (Lydersen, S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2042849
Schlagwörter	Foreign Countries; Elementary School Students; Symptoms (Individual Disorders); Student Adjustment; Coping; Academic Achievement; Program Effectiveness; Anxiety; Depression (Psychology); Values; Cultural Influences; Adjustment (to Environment); Self Concept; Control Groups; Intervention; Attendance Patterns; Student Attitudes; Student Behavior; Interpersonal Relationship; Time Perspective; Response to Intervention; Norway + Suchen Sie Ihr Suchwort? Ausland; Psychiatrische Symptomatik; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bewältigung; Schulleistung; Angst; Wertbegriff; Cultural influence; Kultureinfluss; Selbstkonzept; Schülerverhalten; Student behaviour; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zeitbezug; Norwegen
Abstract	Internalizing problems may be associated with poor academic performance and school absenteeism among youth. This study investigated the impact of the EMOTION: "Coping Kids" Managing Anxiety and Depression Program on academic achievement and school adaptation in children. Data were collected in a national cluster-randomized controlled trial at three time points in Norway. Children (N = 688, 8-12 years), who had elevated levels of anxiety or depressive symptoms from 36 schools participated. There were no significant differences between the intervention and control groups post-intervention or at 12-month follow-up regarding academic achievement and school adaptation. Likewise, no significant intervention effects were identified for school-related variables in the anxiety-only, depression-only, or combined (anxiety and depression) groups. The intervention did not have an impact on school functioning. Thus, focusing on school-related challenges and enhanced collaboration with teachers, possibly through a tailored version of the EMOTION program, could be an interesting adaptation of the intervention. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01