Literaturnachweis - Detailanzeige
Autor/inn/en | Jayawardene, Wasantha; Erbe, Ryan; Lohrmann, David; Torabi, Mohammad |
---|---|
Titel | Use of Treatment and Counseling Services and Mind-Body Techniques by Students with Emotional and Behavioral Difficulties |
Quelle | In: Journal of School Health, 87 (2017) 2, S.133-141 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4391 |
Schlagwörter | School Health Services; School Counseling; Child Health; Wellness; Program Effectiveness; Attention Deficit Disorders; Emotional Problems; Behavior Problems; Interpersonal Competence; National Surveys; Regression (Statistics); Comparative Analysis; Intervention; Holistic Approach; Parent Background; Educational Attainment; Gender Differences; Family Influence; National Health Interview Survey Schuleingangsuntersuchung; School counselling; Pädagogische Beratung; Well being; Well-being; Wohlbefinden; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Interpersonale Kompetenz; Regression; Regressionsanalyse; Holistischer Ansatz; Elternhaus; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt |
Abstract | Background: School-based treatment and counseling services (TCSs) can integrate mind-body techniques (MBTs) to improve children's health, wellness, and academic performance. We aimed to describe the effect of school-based TCS on MBT-use among students experiencing difficulties with concentration, emotions, behaviors, and getting along (DCEBG). Methods: National Health Interview Survey data were utilized (N[subscript 2007] = 1225; N[subscript 2012] = 1835). Logistic regression examined associations between TCS-type and MBT-use, while propensity score matching controlled for confounders in the prematch sample. Results: Compared with children without DCEBG, MBT-use was higher among children with DCEBG, but it decreased from 2007 (9.7%) to 2012 (5.1%). Receipt of school-based TCS increased from 2007 (11.3%) to 2012 (33.9%). Receipt of school-only TCS, compared with nonschool-only TCS, was associated with lower MBT-use (OR[subscript 2007] = 0.20; OR[subscript 2012] = 0.54). After matching, this difference remained for 2007 (t[subscript prematch] = -2.77; t[subscript postmatch] = -2.00), but not 2012 (t[subscript prematch] = -2.53; t[subscript postmatch] = -0.88). School-only TCS-use increased with family activity limitations; in 2012, it decreased with higher parental education. Mind-body techniques-use was higher in girls and associated with higher parental education and family activity limitations. Conclusions: While the relative increase of MBT integration by school-based TCS is commendable and further encouraged, school mental health practitioners should account for the differential effects of family-level factors on TCS-choice and MBT-use. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |