Evaluating the Effectiveness of the LifeSkills Training Program in Reducing Non-Attendance, Suspensions, and Referrals to Student Assistance Program

Autor/in	Lantz, Stacy Stairs
Titel	Evaluating the Effectiveness of the LifeSkills Training Program in Reducing Non-Attendance, Suspensions, and Referrals to Student Assistance Program
Quelle	(2017), (113 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-5837-3
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Daily Living Skills; Training; Attendance; Discipline; Suspension; Referral; Mental Health; Intervention; Grade 6; Hypothesis Testing; Developmental Studies Programs; Comparative Analysis; Social Development; Emotional Development; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Alltagsfertigkeit; Ausbildung; Anwesenheit; Disziplin; Ausschluss; Schulausschluss; Psychohygiene; School year 06; 6. Schuljahr; Schuljahr 06; Hypothesenprüfung; Hypothesentest; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Soziale Entwicklung; Gefühlsbildung
Abstract	The purpose of this study was to determine the effects of participation in the LifeSkills Training (LST) program on student outcomes regarding attendance, discipline, and mental health referrals. Four middle schools located in Western and Central Pennsylvania participated in the study. A total number of 231 participants from three schools participated in the LST program. A total number of 135 participants from one school participated in the non-evidence based universal intervention. All students were in 6th grade during the 2013-2014 school year. No procedures were applied to participants. This study was based on existing anonymous, archival student data. It was hypothesized that participants in the LST program would present with reduced absences, numbers of in-school suspensions (ISS) and out-of-school suspensions (OSS), and referrals to the Student Assistance Program (SAP) when compared to participants in the non-evidence based intervention. Results showed that ISS numbers were greater in the non-evidence based intervention group. However, OSS numbers were greater in the LST group when compared to the non-evidence based intervention group. Results showed that unexcused absences for the LST program were actually statistically significantly higher than unexcused absences for the non-evidence based intervention. No significant results were found for the social-emotional learning (SEL) programs for the remaining dependent variables. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01