A Longitudinal Study into Indicators of Mental Health, Strengths and Difficulties Reported by Boarding Students as They Transition from Primary School to Secondary Boarding Schools in Perth, Western Australia

Autor/inn/en	Mander, David J.; Lester, Leanne
Titel	A Longitudinal Study into Indicators of Mental Health, Strengths and Difficulties Reported by Boarding Students as They Transition from Primary School to Secondary Boarding Schools in Perth, Western Australia
Quelle	In: Journal of Psychologists and Counsellors in Schools, 27 (2017) 2, S.139-152 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
Schlagwörter	Boarding Schools; Transitional Programs; Mental Health; Foreign Countries; Longitudinal Studies; Elementary School Students; Secondary School Students; Grade 7; Grade 8; Grade 9; Comparative Analysis; Depression (Psychology); Anxiety; Prosocial Behavior; Hyperactivity; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Boarding school; Internat; Psychohygiene; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Angst; Hyperaktivität; Statistische Analyse; Australien
Abstract	This study examined indicators of mental health, as well as strengths and difficulties, as reported by same-age boarding and non-boarding students spanning four time points over a 2-year period as they transitioned from primary to boarding school in Western Australia (i.e., at the end of Grade 7, beginning of Grade 8, end of Grade 8, and end of Grade 9). It presents data taken from a larger longitudinal quantitative study, which included 76 male and 74 female boarding students while they were in Grades 7 to 9. Findings indicate that boarding students and non-boarding students reported significant increases in depression, anxiety, as well as emotional symptoms and hyperactivity over time, and reported significant decreases in prosocial behaviour. However, examining the boarder × time interaction, boarding students reported significantly higher levels of anxiety and stress at the end of Grade 8 compared to non-boarding students. No significant difference over time was found in depressive symptomatology between boarding and non-boarding students, whereas at the beginning of Grade 8 and end of Grade 9, boarding students reported significantly higher emotional symptoms than non-boarding students. These findings are discussed in terms of the boarding school context and possible considerations for prevention and practice are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01