Effects of an Alternative to Suspension Intervention in a Therapeutic High School

Autor/inn/en	Hernandez-Melis, Claudia; Fenning, Pamela; Lawrence, Elizabeth
Titel	Effects of an Alternative to Suspension Intervention in a Therapeutic High School
Quelle	In: Preventing School Failure, 60 (2016) 3, S.252-258 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2015.1111189
Schlagwörter	Suspension; Intervention; High School Students; Behavior Problems; Referral; Coping; Conflict Resolution; Discipline Problems; Violence; Substance Abuse; Control Groups; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Pilot Projects; Hypothesis Testing; Nontraditional Education; Statistical Analysis; Nonparametric Statistics; Program Descriptions; Student Participation; Therapeutic Environment + Suchen Sie Ihr Suchwort? Ausschluss; Schulausschluss; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bewältigung; Conflict solving; Konfliktlösung; Konfliktregelung; Gewalt; Drug use; Drug consomption; Drogenkonsum; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Pilot project; Modellversuch; Pilotprojekt; Hypothesenprüfung; Hypothesentest; Non-traditional education; Alternative Erziehung; Statistische Analyse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The purpose of the current study was to assess the effects of an alternative to suspension intervention on students' subsequent major referrals. The intervention included activities designed to teach social coping strategies as well as mediation to resolve interpersonal conflicts. The intervention was implemented in a therapeutic high school, and the sample consisted of 31 students who accrued at least one major referral for physical violence or drug-related offenses. Archival office discipline referral data were collected and analyzed using a posttest-only nonequivalent control group design. The results suggest that, among students with two referrals, the intervention may lengthen the amount of time between referrals, and participation in at least one intervention session may reduce the likelihood of a subsequent referral. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01