Science to Practice in Underserved Communities: The Effectiveness of School Mental Health Programming

Autor/inn/en	Owens, Julie Sarno; Murphy, Caroline E.; Richerson, Lauren; Girio, Erin L.; Himawan, Lina K.
Titel	Science to Practice in Underserved Communities: The Effectiveness of School Mental Health Programming
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 37 (2008) 2, S.434-447 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Behavior Problems; Intervention; Delinquency; Measures (Individuals); Grades (Scholastic); Hyperactivity; Mental Health; Outcomes of Treatment; Elementary School Students; Program Implementation; Conceptual Tempo; Aggression; Rural Areas + Suchen Sie Ihr Suchwort? Kriminalität; Messdaten; Notenspiegel; Hyperaktivität; Psychohygiene; Rural area; Ländlicher Raum
Abstract	This study examined the effectiveness of a treatment program comprised of several components based on evidence-based treatments (EBTs) for disruptive behavior problems delivered to youth participating in a school mental health program in an underserved community in the Appalachian region. Participants were 117 children in kindergarten through 6th grade including 91 children (78% male) from 5 schools who were consecutively referred to the intervention program and 26 children (73% male) from 3 schools in which program implementation was delayed for 1 year. Treatment outcome was measured via parent and teacher ratings of child symptoms and functioning. The treatment condition resulted in significant reduction in hyperactivity/impulsivity and early aggressive and delinquent behavior, as well as significant improvement in several other functional domains. Results suggest that EBTs can retain their effectiveness when transported to a community context. (Contains 5 tables.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10