An Evaluation of the Potential Efficacy and Feasibility of the Resilience Education Program: A Tier 2 Internalizing Intervention

Autor/inn/en	Kilpatrick, Kayla D.; Kilgus, Stephen P.; Eklund, Katie; Herman, Keith C.
Titel	An Evaluation of the Potential Efficacy and Feasibility of the Resilience Education Program: A Tier 2 Internalizing Intervention
Quelle	(2021), (44 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Resistance (Psychology); Reinforcement; Mentors; Elementary School Students; Middle School Students; Small Group Instruction; Response to Intervention; Effect Size; Cognitive Restructuring; Behavior Modification + Suchen Sie Ihr Suchwort? Resistenz; Positive Verstärkung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Behaviour modification; Verhaltensänderung
Abstract	This study examined the feasibility and potential efficacy of the Resilience Education Program (REP), a Tier 2 school-based internalizing intervention. REP represents a hybrid intervention approach, incorporating both small-group cognitive-behavioral instruction and a Check-In/Check-Out reinforcement-based mentorship program. A randomized controlled trial research design was employed, in which students (grades 4-7) were randomly assigned to treatment (n = 21) or waitlist control (n = 17) groups. Given the early phase of REP research, the trial was underpowered but capable of generating unbiased effect size estimates that could inform subsequent fully powered efficacy trials. Outcomes of interest included student internalizing concerns (as reported by teacher and self-report measures) and the change mechanisms by which REP was theorized to influence internalizing concerns (i.e., emotional control and social support). Primary MANCOVA findings indicated that although non-statistically significant, between-group differences in youth self-reported and teacher-reported internalizing concerns corresponded to large effect sizes ([partial eta-squared]=0.15-0.19). A follow-up MANCOVA inclusive of change mechanism variables was also non-statistically significant, but representative of a large effect ([partial eta-squared]=0.38). Following trial completion, REP implementers positively rated the acceptability of the REP intervention as a Tier 2 intervention for addressing internalizing concerns in the school setting. [This paper was published in "School Mental Health" (EJ1298734).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01