A Multilevel Framework for Increasing Social Support in Schools

Autor/inn/en	Grapin, Sally L.; Sulkowski, Michael L.; Lazarus, Philip J.
Titel	A Multilevel Framework for Increasing Social Support in Schools
Quelle	In: Contemporary School Psychology, 20 (2016) 2, S.93-106 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-015-0051-0
Schlagwörter	Educational Environment; Social Support Groups; Literature Reviews; Evidence Based Practice; Intervention; Student Needs; Program Effectiveness; Mental Health; Health Services; Academic Support Services; Student Behavior + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social support; Soziale Unterstützung; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Student behaviour; Schülerverhalten
Abstract	In school contexts, social support refers to the overall perception one has of feeling included and cared for in a community of peers, teachers, caregivers, and others. Social support is critical for promoting positive academic and psychosocial outcomes for students. Conversely, a lack of perceived social support may be associated with increased levels of psychological distress. The present review article describes critical considerations for providing social support to school-aged children and adolescents as well as presents a range of evidence-based strategies for increasing this type of support in schools. Interventions include academic, behavioral, and mental health services that are organized within a multitier framework of service delivery. Accordingly, these interventions address student needs at the universal, targeted, and indicated levels of support. The current level of empirical support is indicated for each described intervention. Overall, the implementation of a continuum of increasingly intensive approaches to promote social support in schools can be utilized to help make school environments more welcoming, positive, and emotionally supportive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01