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Brady LL, McDaniel SC, Choi Y. Teacher stress and burnout: The role of psychological work resources and implications for practitioners. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22805] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Lisa L. Brady
- Department of Management University of Alabama Tuscaloosa Alabama USA
| | - Sara C. McDaniel
- Department of Special Education and Multiple Abilities University of Alabama Tuscaloosa Alabama USA
| | - Youn‐Jeng Choi
- Department of Education Ewha Womans University Seoul South Korea
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Visagie L, Loxton H, Swartz L, Stallard P. Cognitive behaviour therapy-based early intervention and prevention programme for anxiety in South African children with visual impairments. Afr J Disabil 2021; 10:796. [PMID: 33604268 PMCID: PMC7876962 DOI: 10.4102/ajod.v10i0.796] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 11/26/2020] [Indexed: 11/18/2022] Open
Abstract
Background Anxiety is the most common psychological difficulty reported by youth worldwide and may also be a significant problem for children with visual impairments. Cognitive behaviour therapy (CBT) interventions have proven to be successful in treating childhood anxiety; however, mostly these are not suitable for children with visual impairments, as the materials used are not sufficiently accessible to this population. Objectives The present study was motivated by the dearth of research on this topic and aimed to examine the effects of a specifically tailored, group-based, universally delivered, CBT intervention for anxiety in children with visual impairments and to examine the influence of three predictor variables (i.e. age, gender and level of visual impairment) on prevention effects. Method A randomised wait-list control group design with pre-, post- and follow-up intervention measures was employed. The final sample of 52 children (aged 9–14) with varying degrees of visual impairment received the anxiety intervention. Participants were followed over a course of 10 months during which their anxiety symptoms were assessed quantitatively at four time points (T1–T4). Results The results indicated that the anxiety intervention did not significantly decrease symptoms of anxiety within the intervention groups. However, the intervention appeared beneficial for girls, younger children and legally blind participants. Conclusion This study demonstrated how CBT interventions can be adapted for use in children with visual impairments. Results obtained provide a foundation upon which future updated anxiety intervention programmes can be built, meeting the need for further research in this area.
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Affiliation(s)
- Lisa Visagie
- Department of Psychology, Faculty of Arts and Social Sciences, Stellenbosch University, Stellenbosch, South Africa
| | - Helene Loxton
- Department of Psychology, Faculty of Arts and Social Sciences, Stellenbosch University, Stellenbosch, South Africa
| | - Leslie Swartz
- Department of Psychology, Faculty of Arts and Social Sciences, Stellenbosch University, Stellenbosch, South Africa
| | - Paul Stallard
- Department for Health, Faculty of Humanities and Social Sciences, University of Bath, Claverton Down, Bath, United Kingdom
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Herman KC, Prewett SL, Eddy CL, Savala A, Reinke WM. Profiles of middle school teacher stress and coping: Concurrent and prospective correlates. J Sch Psychol 2020; 78:54-68. [DOI: 10.1016/j.jsp.2019.11.003] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2018] [Revised: 11/04/2019] [Accepted: 11/24/2019] [Indexed: 10/25/2022]
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Herman KC, Hodgson CG, Eddy CL, Cohen DR, Reinke WM, Burrell L, Mcfarlane EC, Duggan AK. Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School? Child Dev 2019; 91:e331-e344. [PMID: 30654412 DOI: 10.1111/cdev.13214] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The present study investigated the role of teacher-rated likeability as a mediator of the relation between low academic competence and depressive symptoms in elementary-aged children. Analyses focused on a sample of children at risk for child maltreatment living in Hawaii (n = 380). Structural equation modeling supported the hypothesized negative relations between academic competence in first grade and depressive symptoms in third grade controlling for correlated constructs (e.g., baseline social avoidance, parenting stress, externalizing problems, and internalizing symptoms). Teacher-rated likeability in second grade negatively mediated the effect of academic competence on depressive symptoms. Implications for understanding the role of early academic skill deficits and social judgments on risk for depressive symptoms as well as recommendations for interventions and prevention strategies are discussed.
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Hart T, O'Reilly M. 'The challenges of sharing information when a young person is experiencing severe emotional difficulties': implications for schools and CAMHS. Child Adolesc Ment Health 2018; 23:235-242. [PMID: 32677306 DOI: 10.1111/camh.12245] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/08/2017] [Indexed: 11/29/2022]
Abstract
BACKGROUND Supporting the education of children and young people with complex emotional mental health difficulties requires schools to have knowledge of their needs. Exchanging information about less visible mental health difficulties is, however, known to be complex. Exploring the perceptions of young people experiencing problems can explicate some of this complexity and identify solutions. Yet their views are rarely given credence in this context. METHODS The findings were derived from a broader qualitative study exploring the school experiences of young people, aged 14-16 years, identified by CAMHS as having severe emotional difficulties. Their parents' and teachers' perceptions were also explored. Data were collected via semistructured interviews and analysed using thematic analysis. RESULTS Findings demonstrated that young people experiencing emotional difficulties need to feel safe about exchanging private information pertaining to their mental health. Teachers having a basic knowledge of mental health promoted their safety as this ensured confidentiality. Participants reported that CAMHS practitioners needed to be more proactive regarding the practicalities of exchanging information. CONCLUSIONS Arguably, teachers need to have basic knowledge of mental health and schools need clearer mental health confidentiality guidance. CAMHS also have responsibility in identifying more information exchange mechanisms and young service users and parents can play a part in this.
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Affiliation(s)
- Tania Hart
- Faculty of Health and Society, The University of Northampton, Northampton, UK
| | - Michelle O'Reilly
- School of Media, Communication and Sociology and School of Psychology, University of Leicester, Leicester, UK
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Herman KC, Cohen D, Reinke WM, Ostrander R, Burrell L, McFarlane E, Duggan AK. Using latent profile and transition analyses to understand patterns of informant ratings of child depressive symptoms. J Sch Psychol 2018; 69:84-99. [PMID: 30558756 DOI: 10.1016/j.jsp.2018.05.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2017] [Revised: 02/17/2018] [Accepted: 05/02/2018] [Indexed: 10/14/2022]
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Allen AN, Kilgus SP, Eklund K. An Initial Investigation of the Efficacy of the Resilience Education Program (REP). SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9276-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
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8
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Self-concept, Social Skills, and Resilience as Moderators of the Relationship Between Stress and Childhood Depression. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9268-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Jaureguizar J, Bernaras E, Garaigordobil M. Child Depression: Prevalence and Comparison between Self-Reports and Teacher Reports. THE SPANISH JOURNAL OF PSYCHOLOGY 2017; 20:E17. [PMID: 28224880 DOI: 10.1017/sjp.2017.14] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Depression is one of the most worrying diseases nowadays. The study had three main purposes: 1) to identify the prevalence of depressive symptomatology in 7-10 year olds, exploring differences according to gender and age; 2) to analyze the consistency between self-reports and teacher reports; and 3) to explore the relationship between depression and academic performance. Regarding the methodology, the sample comprised 420 students aged between 7 and 10 years from the Basque Country (53.3% boys, 46.7% girls). With a descriptive, comparative and correlational design, 4 assessment instruments were used. Results from the self-reports showed a depression rate fluctuating between 4.6% and 4.8% (clinically significant), and between 4.3% and 5% (moderate depression). However, prevalence rates from teacher reports varied between 0.2% and 3.6% (clinically significant) and between 4.6% and 7.7% (moderate depression). The consistency rate between self-reports and teacher reports was small. Differences according to gender varied depending on the instruments used and depression was higher in boys (BASC, d = .23; SPECI d = .36). Symptomatology did not increase with age. Depression correlated negatively with academic performance (self-reported depression: CDS-T r = -.12, SPECI r = -.17; depression reported by teachers: CDS-T r = -.24, SPECI r = -.50). The importance of training teachers to better identify child depression is discussed, as well as the relevance of developing prevention programs.
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Griggs MS, Mikami AY, Rimm-Kaufman SE. CLASSROOM QUALITY AND STUDENT BEHAVIOR TRAJECTORIES IN ELEMENTARY SCHOOL. PSYCHOLOGY IN THE SCHOOLS 2016. [DOI: 10.1002/pits.21941] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Elmelid A, Stickley A, Lindblad F, Schwab-Stone M, Henrich CC, Ruchkin V. Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference? J Adolesc 2015; 45:174-82. [PMID: 26476790 DOI: 10.1016/j.adolescence.2015.08.003] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2014] [Revised: 07/02/2015] [Accepted: 08/05/2015] [Indexed: 10/22/2022]
Abstract
This longitudinal study aimed to examine the association between depressive and anxiety symptoms and academic motivation by gender, and whether positive school and family factors would be associated with academic motivation, in spite of the presence of such symptoms. Study participants were predominantly economically disadvantaged youths aged 13-15 years in a Northeastern US urban public school system. The Social and Health Assessment (SAHA) served as the basis for a survey undertaken in 2003 and 2004 with information being used from students who participated at both time points (N = 643). Multiple linear regression analyses showed that depressive symptoms were negatively associated with academic motivation, while anxiety was positively related to academic motivation in both genders. Teacher support, school attachment and parental control were positively related to academic motivation even in the presence of internalizing problems. The negative association of depressive symptoms with academic motivation may be potentially decreased by attachment to school.
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Affiliation(s)
- Andrea Elmelid
- Child and Adolescent Psychiatry Unit, Department of Neuroscience, Uppsala University, Uppsala S-751 85, Sweden
| | - Andrew Stickley
- Department of Child and Adolescent Mental Health, National Institute of Mental Health, National Centre for Neurology and Psychiatry (NCNP), Kodaira, Tokyo, Japan; Stockholm Centre on Health of Societies in Transition (SCOHOST), Södertörn University, Huddinge, Sweden; Department of Human Ecology, Graduate School of Medicine, The University of Tokyo, Tokyo, Japan
| | - Frank Lindblad
- Child and Adolescent Psychiatry Unit, Department of Neuroscience, Uppsala University, Uppsala S-751 85, Sweden
| | - Mary Schwab-Stone
- Child Study Center, Yale University Medical School, New Haven, CT 06520, USA
| | | | - Vladislav Ruchkin
- Child and Adolescent Psychiatry Unit, Department of Neuroscience, Uppsala University, Uppsala S-751 85, Sweden; Child Study Center, Yale University Medical School, New Haven, CT 06520, USA.
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Taylor JA, Phillips R, Cook E, Georgiou L, Stallard P, Sayal K. A qualitative process evaluation of classroom-based cognitive behaviour therapy to reduce adolescent depression. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2014; 11:5951-69. [PMID: 24905241 PMCID: PMC4078557 DOI: 10.3390/ijerph110605951] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/26/2013] [Revised: 05/26/2014] [Accepted: 05/27/2014] [Indexed: 11/19/2022]
Abstract
Small scale trials indicate that classroom-based Cognitive Behaviour Therapy (CBT) for adolescents has good reach and can help prevent depression. However, under more diverse everyday conditions, such programmes tend not to show such positive effects. This study examined the process of implementing a classroom-based CBT depression prevention programme as part of a large (n = 5,030) randomised controlled trial across eight UK secondary schools which was not found to be effective (PROMISE, ISRCTN19083628). The views of young people (n = 42), teachers (n = 12) and facilitators (n = 16) involved in the Resourceful Adolescent Programme (RAP) were obtained via focus groups and interviews which were thematically analysed. The programme was considered to be well structured and contain useful content, particularly for younger pupils. However, challenges associated with implementation were its age appropriateness for all year groups, its perceived lack of flexibility, the consistency of quality of delivery, the competing demands for teacher time and a culture where academic targets were prioritised over personal, social and health education. Whilst schools are convenient locations for introducing such programmes and allow good reach, the culture around improving well-being of young people in schools, increasing engagement with teachers and young people and sustaining such programmes are issues that need addressing.
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Affiliation(s)
- John A Taylor
- Division of Psychiatry and Applied Psychology, Institute of Mental Health, University of Nottingham, Triumph Road, Nottingham NG7 2TU, UK.
| | - Rhiannon Phillips
- Wales School for Primary Care Research, Institute of Primary Care and Public Health, School of Medicine, Cardiff University, 5th Floor, Neuadd Meirionnydd, Heath Park, Cardiff CF14 4YS, UK.
| | - Ellen Cook
- Department for Health, University of Bath, 22-23 Eastwood, Bath BA2 7AY, UK.
| | - Lucy Georgiou
- Department for Health, University of Bath, 22-23 Eastwood, Bath BA2 7AY, UK.
| | - Paul Stallard
- Department for Health, University of Bath, 22-23 Eastwood, Bath BA2 7AY, UK.
| | - Kapil Sayal
- Division of Psychiatry and Applied Psychology, Institute of Mental Health, University of Nottingham, Triumph Road, Nottingham NG7 2TU, UK.
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The Impact of School Mental Health on Student and School-Level Academic Outcomes: Current Status of the Research and Future Directions. SCHOOL MENTAL HEALTH 2013. [DOI: 10.1007/s12310-013-9116-2] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Sato S, Ishikawa SI, Togasaki Y, Ogata A, Sato Y. Long-term effects of a universal prevention program for depression in children: a 3-year follow-up study. Child Adolesc Ment Health 2013; 18:103-108. [PMID: 32847290 DOI: 10.1111/j.1475-3588.2012.00665.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/07/2012] [Indexed: 11/30/2022]
Abstract
BACKGROUND The present study evaluates the long-term effects of a universal prevention approach for depression in children. It looks into the 2- and 3-year follow-ups of previously reported postintervention and 1-year outcomes. METHOD One hundred and eighty-nine 3rd grade (8-9 years old) children participated in a five-session, school-based, universal prevention program designed to encourage social skills and peer support. The study was conducted from 2006 to 2009 in two public schools in Miyazaki, the south main island of Japan. RESULTS Depressive symptoms decreased significantly from the pre to the postintervention periods, and this effect was maintained. Furthermore, children in the prevention group showed significantly lower depression than the normative sample. CONCLUSIONS This study reveals the beneficial long-term effects of a universal approach.
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Affiliation(s)
- Shoji Sato
- Faculty of Education and Culture, University of Miyazaki, Miyazaki, Japan
| | - Shin-Ichi Ishikawa
- Faculty of Psychology, Doshisha University, Imadegawa-dori, Higashi-iru, Kamingyokyo-ku, Kyoto, Japan
| | - Yasuko Togasaki
- Faculty of Education and Culture, University of Miyazaki, Miyazaki, Japan
| | - Akiko Ogata
- Faculty of Education, Hiroshima University, Hiroshima, Japan
| | - Yoko Sato
- Faculty of Education and Culture, University of Miyazaki, Miyazaki, Japan
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Maurizi LK, Ceballo R, Epstein-Ngo Q, Cortina KS. Does neighborhood belonging matter? Examining school and neighborhood belonging as protective factors for Latino adolescents. THE AMERICAN JOURNAL OF ORTHOPSYCHIATRY 2013; 83:323-34. [PMID: 23889023 DOI: 10.1111/ajop.12017] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Across many investigations, school belonging has been linked to several positive outcomes among adolescents, including academic success and psychological well-being. Based on an ecological framework of child development, this study expands on existing research to explore factors that contribute to adolescents' sense of neighborhood as well as school belonging and investigates how belonging in both contexts is related to Latino adolescents' academic and psychological functioning. Participants consisted of 202 Latino adolescents residing in low-income, urban neighborhoods. Structural equation modeling demonstrated that neighborhood peer support was significantly associated with adolescents' sense of neighborhood belonging, whereas teacher support and school peer support were related to school belonging. Although school belonging was positively associated with higher scores on all academic indicators, neighborhood belonging was negatively related to academic aspirations and expectations, grades, and educational values. Yet, both school and neighborhood belonging were associated with better psychological functioning as manifested by lower reported levels of depression. The importance of investigating Latino adolescents' development within multiple contexts is discussed.
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Affiliation(s)
- Laura K Maurizi
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, USA.
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Maurizi LK, Grogan-Kaylor A, Granillo MT, Delva J. The Role of Social Relationships in the Association between Adolescents' Depressive Symptoms and Academic Achievement. CHILDREN AND YOUTH SERVICES REVIEW 2013; 35:618-625. [PMID: 23667282 PMCID: PMC3648874 DOI: 10.1016/j.childyouth.2013.01.006] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
While research has established that depression interferes with academic achievement, less is understood about the processes by which social relationships may buffer the relationship between depression and academic outcomes. In this study we examined the role of positive relationships in the school, family and peer contexts in the association between depressive symptoms and academic achievement among 894 adolescents aged 12-17 years living in Santiago, Chile. Depressive symptoms were associated with lower levels of academic achievement; parental monitoring, school belonging, positive mother relationships, and having academically inclined peers moderated this relationship, though some interactions differed by sex and age. Implications for promoting the academic success of adolescents experiencing depressive symptoms are discussed.
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Affiliation(s)
- Laura K. Maurizi
- University of Michigan, School of Social Work, 1080 S. University, Ann Arbor, MI 48109
| | - Andrew Grogan-Kaylor
- University of Michigan, School of Social Work, 1080 S. University, Ann Arbor, MI 48109
| | - M. Teresa Granillo
- University of Texas at Austin, School of Social Work, 1 University Station D3500, Austin, TX 78712
| | - Jorge Delva
- University of Michigan, School of Social Work, 1080 S. University, Ann Arbor, MI 48109
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Nelson JM, Harwood HR. A meta-analysis of parent and teacher reports of depression among students with learning disabilities: Evidence for the importance of multi-informant assessment. PSYCHOLOGY IN THE SCHOOLS 2011. [DOI: 10.1002/pits.20560] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Herman KC, Reinke WM, Stormont M, Puri R, Agarwal G. Using Prevention Science to Promote Children’s Mental Health: The Founding of the Missouri Prevention Center. COUNSELING PSYCHOLOGIST 2009. [DOI: 10.1177/0011000009354125] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Decades of research have demonstrated, now convincingly, that emotional and behavioral syndromes and many of their antecedent risks can be prevented. Much of this progress can be traced to the founding and expansion of the relatively young field called prevention science, an interdisciplinary field that emerged in the early 1990s to address the need for an integrated model for prevention-related research. The present article is intended to provide a specific example of prevention science in action for counseling psychologists. To illustrate key preventive science principles, the authors describe the formation and activities of the Missouri Prevention Center, a program that uses prevention science to promote children’s mental health. In particular, the authors use research produced by the center to highlight the various phases of prevention intervention research. They conclude with implications for counseling psychologists.
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