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Dong N, Herman KC, Reinke WM, Wilson SJ, Bradshaw CP. Gender, Racial, and Socioeconomic Disparities on Social and Behavioral Skills for K-8 Students With and Without Interventions: An Integrative Data Analysis of Eight Cluster Randomized Trials. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023; 24:1483-1498. [PMID: 35994192 DOI: 10.1007/s11121-022-01425-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/05/2022] [Indexed: 11/27/2022]
Abstract
Despite decades of concern about disparities in educational outcomes for low SES students and students of color, there has been limited rigorous study of programmatic approaches for reducing these disparities in elementary or middle schools. We conducted integrative data analysis (IDA) of the combined data from eight Institute of Education Sciences funded cluster randomized trials to address the research gaps on social and behavioral outcome disparities. The final analytic sample includes 90,880 students in varying grade levels from kindergarten to grade 8 in 387 schools in 4 states (Maryland, Missouri, Virginia, and Texas). Two-level hierarchical linear modeling was used for multilevel moderation analysis. This study provided empirical evidence that there were significant gender, racial, and socioeconomic disparities on social and behavioral outcome measures for elementary and middle school students, the disparities significantly varied across schools, and the disparities could be reduced by interventions. We discussed our findings, implications for interpreting effect sizes of interventions using disparities as empirical benchmarks, and study limitations. We concluded with suggestions for future research.
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Affiliation(s)
- Nianbo Dong
- University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
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2
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Hails KA, Garbacz SA, Stormshak EA, McIntyre LL. Engagement in a brief preventive parenting intervention during the transition to kindergarten: Effects of parent stress and child behavior concerns. J Sch Psychol 2023; 96:24-35. [PMID: 36641222 DOI: 10.1016/j.jsp.2022.11.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 09/07/2022] [Accepted: 11/15/2022] [Indexed: 12/14/2022]
Abstract
Although school-based preventive parenting interventions have been found to promote children's social-emotional skill development and behavioral functioning, it is important to understand potential barriers to engagement in such programs to ensure that intervention access is equitable and likely to reach those who could most benefit. In the present study, we tested independent and interactive associations between parents' concerns about their child's hyperactivity behavior and their perceived stress in relation to their participation in a preventive parenting intervention, the Family Check-Up (FCU), delivered when children were in kindergarten. Participants were parents of 164 children who were randomized to the intervention group of a randomized controlled trial that took place at five elementary schools. Results indicated that parents who reported higher levels of hyperactivity in their children and high levels of perceived stress were less likely to initially engage in the FCU, but if they did engage, they were more likely to participate more intensively as measured by total treatment time. Parents' motivation to change mediated the association between high parent stress and child hyperactivity in relation to total treatment time. This study has important implications for the use of motivational interviewing strategies to engage parents in school-based, family-centered interventions.
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Affiliation(s)
- Katherine A Hails
- University of Oregon, Prevention Science Institute, 1600 Millrace Dr Eugene, OR 97403, United States of America.
| | - S Andrew Garbacz
- University of Wisconsin-Madison, Department of Educational Psychology, 1025, West, Johnson St Madison, WI 53706, United States of America.
| | - Elizabeth A Stormshak
- University of Oregon, Prevention Science Institute, 1600 Millrace Dr Eugene, OR 97403, United States of America.
| | - Laura Lee McIntyre
- University of Oregon, Prevention Science Institute, 1600 Millrace Dr Eugene, OR 97403, United States of America.
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3
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Furjanic D, Mannan I, Hamilton JC, Nese JFT, Austin S, Izzard S, Nese RNT. Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2021. [DOI: 10.1080/15377903.2021.1968092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- David Furjanic
- College of Education, University of Oregon, Eugene, Oregon, USA
| | - Irin Mannan
- College of Education, University of Oregon, Eugene, Oregon, USA
| | | | | | - Sean Austin
- College of Education, University of Oregon, Eugene, Oregon, USA
| | - Sara Izzard
- College of Education, University of Oregon, Eugene, Oregon, USA
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4
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Garbacz SA, Moore KJ, Mauricio AM, Stormshak EA. Promoting Family Centered Support Assessment and Intervention. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2021. [DOI: 10.1080/10474412.2021.1963266] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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5
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Garbacz SA, Lee Y, Hall GJ, Stormshak EA, McIntyre LL. Initiating Family–School Collaboration in School Mental Health through a Proactive and Positive Strengths and Needs Assessment. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09455-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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6
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Garbacz SA, Santiago RT, Kosty D, Zahn M, Stormshak EA, Smolkowski K, Seeley JR. Examining congruence in parent–teacher perceptions of middle school supports for students and families. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22495] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- S. Andrew Garbacz
- Department of Educational Psychology University of Wisconsin–Madison Madison Wisconsin USA
| | | | | | - Miranda Zahn
- Department of Educational Psychology University of Wisconsin–Madison Madison Wisconsin USA
| | | | | | - John R. Seeley
- University of Oregon Eugene Oregon USA
- Oregon Research Institute Eugene Oregon USA
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Metcalfe RE, Matulis JM, Cheng Y, Stormshak EA. Therapeutic alliance as a predictor of behavioral outcomes in a relationally focused, family-centered telehealth intervention. JOURNAL OF MARITAL AND FAMILY THERAPY 2021; 47:473-484. [PMID: 33855726 PMCID: PMC8830893 DOI: 10.1111/jmft.12517] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 03/16/2021] [Accepted: 03/18/2021] [Indexed: 06/12/2023]
Abstract
This study evaluates therapeutic alliance as a mediator of the relationship between dosage and clinical outcomes for the Family Check-Up (FCU) Online, a telehealth adaptation of an evidence-based parenting intervention for parents of middle school youth. The sample consisted of N = 111 parents with children in middle school who received the FCU Online as part of an ongoing clinical trial. They were randomly assigned to receive telehealth coaching and participated in the intervention and follow-up assessment 12 months later. Data was collected using parent and child questionnaires as well as engagement data collected as part of the online intervention, using both parents and children as reporters of parent behavioral change. Using parent report measures, there was clear support for a mediation model, with parent report of alliance predicting parent self-report ratings of clinical progress (parent behavior change) at 12-month follow-up. However, for the child-report data, there was no clear relationship between dosage or therapeutic alliance with child reports of parenting. Clinical implications and future research directions are discussed.
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Affiliation(s)
- Robyn E Metcalfe
- Department of Counseling and Human Services, Prevention Science Institute, University of Oregon, Eugene, OR, USA
| | - Jordan M Matulis
- Department of Counseling and Human Services, Prevention Science Institute, University of Oregon, Eugene, OR, USA
| | - Yijun Cheng
- Department of Counseling and Human Services, Prevention Science Institute, University of Oregon, Eugene, OR, USA
| | - Elizabeth A Stormshak
- Department of Counseling and Human Services, Prevention Science Institute, University of Oregon, Eugene, OR, USA
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M. Thompson A, Herman KC, Reinke WM, Hawley K, Peters C, Ehret A, Hobbs A, Elmore R. Impact of the Family Access Center of Excellence (FACE) on Behavioral and Educational Outcomes—A Quasi-Experimental Study. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1841545] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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Garbacz SA, Bolt DM, Seeley JR, Stormshak EA, Smolkowski K. Examining School Proactive Outreach to Families in Public Middle Schools. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/2372966x.2020.1787081] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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10
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Evaluating the efficacy of the Family Check-Up Online: A school-based, eHealth model for the prevention of problem behavior during the middle school years. Dev Psychopathol 2020; 31:1873-1886. [PMID: 31407644 PMCID: PMC10077819 DOI: 10.1017/s0954579419000907] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
This study evaluated the efficacy of a family-centered preventive intervention, the Family Check-Up (FCU), delivered as an online, eHealth model to middle school families. To increase accessibility of family-centered prevention in schools, we adapted the evidence-based FCU to an online format, with the goal of providing a model of service delivery that is feasible, given limited staffing and resources in many schools. Building on prior research, we randomly assigned participants to waitlist control (n = 105), FCU Online as a web-based intervention (n = 109), and FCU Online with coaching support (n = 108). We tested the effects of the intervention on multiple outcomes, including parental self-efficacy, child self-regulation, and child behavior, in this registered clinical trial (NCT03060291). Families engaged in the intervention at a high rate (72% completed the FCU assessment) and completed 3-month posttest assessments with good retention (94% retained). Random assignment to the FCU Online with coaching support was associated with reduced emotional problems for children (p = .003, d = -0.32) and improved parental confidence and self-efficacy (p = .018, d = 0.25) when compared with waitlist controls. Risk moderated effects: at-risk youth showed stronger effects than did those with minimal risk. The results have implications for online delivery of family-centered interventions in schools.
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Dishion T. Promoting Academic Competence and Behavioral Health in Public Schools: A Strategy of Systemic Concatenation of Empirically Based Intervention Principles. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2011.12087532] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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12
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Smith JD, Berkel C, Rudo-Stern J, Montaño Z, St. George SM, Prado G, Mauricio AM, Chiapa A, Bruening MM, Dishion TJ. The Family Check-Up 4 Health (FCU4Health): Applying Implementation Science Frameworks to the Process of Adapting an Evidence-Based Parenting Program for Prevention of Pediatric Obesity and Excess Weight Gain in Primary Care. Front Public Health 2018; 6:293. [PMID: 30374436 PMCID: PMC6196330 DOI: 10.3389/fpubh.2018.00293] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2018] [Accepted: 09/24/2018] [Indexed: 02/04/2023] Open
Abstract
Implementation experts have recently argued for a process of "scaling out" evidence-based interventions, programs, and practices (EBPs) to improve reach to new populations and new service delivery systems. A process of planned adaptation is typically required to integrate EBPs into new service delivery systems and address the needs of targeted populations while simultaneously maintaining fidelity to core components. This process-oriented paper describes the application of an implementation science framework and coding system to the adaptation of the Family Check-Up (FCU), for a new clinical target and service delivery system-prevention of obesity and excess weight game in primary care. The original FCU has demonstrated both short- and long-term effects on obesity with underserved families across a wide age range. The advantage of adapting such a program is the existing empirical evidence that the intervention improves the primary mediator of effects on the new target outcome. We offer a guide for determining the levels of evidence to undertake the adaptation of an existing EBP for a new clinical target. In this paper, adaptation included shifting the frame of the intervention from one of risk reduction to health promotion; adding health-specific assessments in the areas of nutrition, physical activity, sleep, and media parenting behaviors; family interaction tasks related to goals for health and health behaviors; and coordinating with community resources for physical health. We discuss the multi-year process of adaptation that began by engaging the FCU developer, community stakeholders, and families, which was then followed by a pilot feasibility study, and continues in an ongoing randomized effectiveness-implementation hybrid trial. The adapted program is called the Family Check-Up 4 Health (FCU4Health). We apply a comprehensive coding system for the adaptation of EBPs to our process and also provide a side-by-side comparison of behavior change techniques for obesity prevention and management used in the original FCU and in the FCU4Health. These provide a rigorous means of classification as well as a common language that can be used when adapting other EBPs for context, content, population, or clinical target. Limitations of such an approach to adaptation and future directions of this work are discussed.
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Affiliation(s)
- Justin D. Smith
- Department of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine, Chicago, IL, United States
- Department of Preventive Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, United States
- Department of Pediatrics, Northwestern University Feinberg School of Medicine, Chicago, IL, United States
| | - Cady Berkel
- REACH Institute, Department of Psychology, Arizona State University, Tempe, AZ, United States
- Phoenix Children's Hospital, Phoenix, AZ, United States
| | - Jenna Rudo-Stern
- REACH Institute, Department of Psychology, Arizona State University, Tempe, AZ, United States
| | - Zorash Montaño
- Children's Hospital of Los Angeles, University of Southern California, Los Angeles, CA, United States
| | - Sara M. St. George
- Department of Public Health Sciences, University of Miami Miller School of Medicine, Miami, FL, United States
| | - Guillermo Prado
- Department of Public Health Sciences, University of Miami Miller School of Medicine, Miami, FL, United States
| | - Anne M. Mauricio
- REACH Institute, Department of Psychology, Arizona State University, Tempe, AZ, United States
| | - Amanda Chiapa
- Yale Child Study Center, New Haven, CT, United States
| | - Meg M. Bruening
- Department of Nutrition, Arizona State University, Tempe, AZ, United States
| | - Thomas J. Dishion
- REACH Institute, Department of Psychology, Arizona State University, Tempe, AZ, United States
- Oregon Research Institute, Eugene, OR, United States
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Danaher BG, Seeley JR, Stormshak EA, Tyler MS, Caruthers AS, Moore KJ, Cardenas L. The Family Check-Up Online Program for Parents of Middle School Students: Protocol for a Randomized Controlled Trial. JMIR Res Protoc 2018; 7:e11106. [PMID: 30021712 PMCID: PMC6070726 DOI: 10.2196/11106] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2018] [Revised: 06/23/2018] [Accepted: 06/24/2018] [Indexed: 01/08/2023] Open
Abstract
Background Research has established that skillful family management during adolescence protects youth from a variety of mental health and behavioral problems. Interventions associated with this research have focused on parenting skills as the mediator that links early risk factors with a profile of later behavioral risk, including problem behavior, substance use, and school failure. Fortunately, positive changes in family management skills have been linked to meaningful improvements in adolescent behavior, and these improvements have been significant across a variety of cultural groups. Objective We describe the background, research design, and intervention components of an electronic health version of the Family Check-Up program that is targeting middle school children and is being evaluated in a randomized controlled trial for its usability, feasibility, and efficacy. Methods We used an iterative formative research process to develop an electronic health version of the Family Check-Up program. In our ongoing randomized controlled trial, eligible families are randomly assigned to 1 of 3 conditions: Family Check-Up Online-only (n≈100), Family Check-Up Online + Coach (n≈100), and a waitlist control condition (middle school as usual; n≈100). We are conducting assessments at baseline, 3 months following randomization (posttest), and at follow-ups scheduled for 6 months and 12 months. Results This randomized controlled trial project was funded in 2015. Participant recruitment was completed in spring 2018 and enrollment is ongoing. Follow-up assessments will be completed in 2019. Conclusions The innovative Family Check-Up Online program has the potential to help address many of the barriers that more traditional school-based behavioral mental health implementation strategies have yet to solve, including staffing and resources to implement family-centered support within schools. Trial Registration ClinicalTrials.gov NCT03060291; https://clinicaltrials.gov/ct2/show/NCT03060291 (Archived by WebCite at http://www.webcitation.org/70f8keeN4) Trial Registration RR1-10.2196/11106
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Affiliation(s)
- Brian G Danaher
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - John R Seeley
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | | | - Milagra S Tyler
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - Allison S Caruthers
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - Kevin J Moore
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - Lucia Cardenas
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
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Waller G, Finch T, Giles EL, Newbury-Birch D. Exploring the factors affecting the implementation of tobacco and substance use interventions within a secondary school setting: a systematic review. Implement Sci 2017; 12:130. [PMID: 29137649 PMCID: PMC5684739 DOI: 10.1186/s13012-017-0659-8] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2017] [Accepted: 10/26/2017] [Indexed: 01/29/2023] Open
Abstract
BACKGROUND The aim of this mixed-methods, systematic literature review was to develop an understanding of the factors affecting the implementation of tobacco and substance use intervention programmes in the secondary school setting using NPT as an analytical framework. METHODS A search strategy was developed that combined implementation, school and intervention search terms. Literature searches were conducted in MEDLINE, Embase, PsycHINFO, Scopus, ERIC, CINAHL, Web of Science and the Cochrane Library. PROSPERO was also searched for similar systematic reviews and a grey literature search of policy documents and relevant material was also conducted. Papers were eligible for inclusion if they were based in a secondary school and focused on the implementation of a tobacco or substance use programme. Both quantitative and qualitative methodologies were considered for inclusion. Normalisation Process Theory (NPT) was used as a conceptual framework to identify facilitators and barriers of implementation and to structure the synthesis. RESULTS Inclusion criteria were met by 15 papers. The included papers were both quantitative and qualitative and focused on a range of tobacco and substance use interventions, delivered by differing providers. Key facilitating factors for implementation were positive organisational climate, adequate training and teacher's and pupil's motivation. Barriers to implementation included heavy workloads, budget cuts and lack of resources or support. Quality appraisal identified papers to be of moderate to weak quality, as papers generally lacked detail. CONCLUSION NPT highlighted the need for studies to extend their focus to include reflexive monitoring around appraisal and the evaluation processes of implementing new tobacco or substance use programs. Future research should also focus on employing implementation theory as a tool to facilitate bridging the gap between school health research and practice.
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Affiliation(s)
- Gillian Waller
- School of Health and Care, Health and Social Care Institute, Teesside University, Middlesbrough, TS1 3BA, UK
| | - Tracy Finch
- Institute of Health & Society, Newcastle University, Newcastle, NE2 4AX, UK.
| | - Emma L Giles
- School of Health and Care, Health and Social Care Institute, Teesside University, Middlesbrough, TS1 3BA, UK
| | - Dorothy Newbury-Birch
- School of Health and Care, Health and Social Care Institute, Teesside University, Middlesbrough, TS1 3BA, UK
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Yasui M, Pottick KJ, Chen Y. Conceptualizing Culturally Infused Engagement and Its Measurement for Ethnic Minority and Immigrant Children and Families. Clin Child Fam Psychol Rev 2017; 20:250-332. [PMID: 28275923 PMCID: PMC5614708 DOI: 10.1007/s10567-017-0229-2] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Despite the central role culture plays in racial and ethnic disparities in mental health among ethnic minority and immigrant children and families, existing measures of engagement in mental health services have failed to integrate culturally specific factors that shape these families' engagement with mental health services. To illustrate this gap, the authors systematically review 119 existing instruments that measure the multi-dimensional and developmental process of engagement for ethnic minority and immigrant children and families. The review is anchored in a new integrated conceptualization of engagement, the culturally infused engagement model. The review assesses culturally relevant cognitive, attitudinal, and behavioral mechanisms of engagement from the stages of problem recognition and help seeking to treatment participation that can help illuminate the gaps. Existing measures examined four central domains pertinent to the process of engagement for ethnic minority and immigrant children and families: (a) expressions of mental distress and illness, (b) causal explanations of mental distress and illness, (c) beliefs about mental distress and illness, and (d) beliefs and experiences of seeking help. The findings highlight the variety of tools that are used to measure behavioral and attitudinal dimensions of engagement, showing the limitations of their application for ethnic minority and immigrant children and families. The review proposes directions for promising research methodologies to help intervention scientists and clinicians improve engagement and service delivery and reduce disparities among ethnic minority and immigrant children and families at large, and recommends practical applications for training, program planning, and policymaking.
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Affiliation(s)
- Miwa Yasui
- School of Social Service Administration, University of Chicago, 969 E 60th St, Chicago, IL, 60637, USA.
| | - Kathleen J Pottick
- School of Social Work and Institute for Health, Health Care Policy and Aging Research, Rutgers, The State University of New Jersey, 112 Paterson St, New Brunswick, NJ, 08903, USA
| | - Yun Chen
- School of Social Service Administration, University of Chicago, 969 E 60th St, Chicago, IL, 60637, USA
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Thompson AM, Herman KC, Stormont MA, Reinke WM, Webster-Stratton C. Impact of Incredible Years® on teacher perceptions of parental involvement: A latent transition analysis. J Sch Psychol 2017. [PMID: 28646975 DOI: 10.1016/j.jsp.2017.03.003] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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17
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Training Family Therapists for Working in the Schools. CONTEMPORARY FAMILY THERAPY 2015. [DOI: 10.1007/s10591-015-9361-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Smith JD, Stormshak EA, Kavanagh K. Results of a pragmatic effectiveness-implementation hybrid trial of the Family Check-up in community mental health agencies. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2015; 42:265-78. [PMID: 24927926 PMCID: PMC4265575 DOI: 10.1007/s10488-014-0566-0] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This study reports the results of a pragmatic effectiveness-implementation hybrid trial of the Family Check-Up (FCU) conducted in three community mental health agencies with 40 participating therapists. Seventy-one families with children between 5 and 17 years of age participated. Intervention fidelity and level of adoption were acceptable; families reported high service satisfaction; and therapists reported high acceptability. Families in the FCU condition experienced significantly reduced youth conduct problems in comparison to usual care and completion of the FCU resulted in larger effects. This study provides promising evidence that implementing the FCU in community mental health agencies has the potential to improve youth behavior outcomes.
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Affiliation(s)
- Justin D Smith
- Department of Psychology and Neuroscience, Baylor University, One Bear Place #97334, Waco, TX, 76798, USA,
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Kogan SM, Yu T, Allen KA, Pocock AM, Brody GH. Pathways from Racial Discrimination to Multiple Sexual Partners Among Male African American Adolescents. PSYCHOLOGY OF MEN & MASCULINITY 2015; 16:218-228. [PMID: 25937821 PMCID: PMC4414338 DOI: 10.1037/a0037453] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
African American male adolescents' involvement with multiple sexual partners has important implications for public health as well as for their development of ideas regarding masculinity and sexuality. The purpose of this study was to test hypotheses regarding the pathways through which racial discrimination affects African American adolescents' involvement with multiple sexual partners. We hypothesized that racial discrimination would engender psychological distress, which would promote attitudes and peer affiliations conducive to multiple sexual partnerships. The study also examined the protective influence of parenting practices in buffering the influence of contextual stressors. Participants were 221 African American male youth who provided data at ages 16 and 18; their parents provided data on family socioeconomic disadvantages. Of these young men, 18.5% reported having 3 or more sexual partners during the past 3 months. Structural equation models indicated that racial discrimination contributed to sexual activity with multiple partners by inducing psychological distress, which in turn affected attitudes and peer affiliations conducive to multiple partners. The experience of protective parenting, which included racial socialization, closeness and harmony in parent-child relationships, and parental monitoring, buffered the influence of racial discrimination on psychological distress. These findings suggest targets for prevention programming and underscore the importance of efforts to reduce young men's experience with racial discrimination.
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Caruthers AS, Van Ryzin MJ, Dishion TJ. Preventing high-risk sexual behavior in early adulthood with family interventions in adolescence: outcomes and developmental processes. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2014; 15 Suppl 1:S59-69. [PMID: 23536124 DOI: 10.1007/s11121-013-0383-9] [Citation(s) in RCA: 54] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Adolescent study participants who engaged in a brief, family-centered intervention (the Family Check-Up, FCU) were later assessed for the intervention's effects on high-risk sexual behavior (HRSB) in early adulthood (age 22). Participants (N = 998 adolescents and their families) were randomly assigned to a family-centered intervention in sixth grade and were offered a gated, multilevel intervention that included (a) a school-based family resource center, (b) the FCU, and (c) more intensive, family-based treatment. All services were voluntary, but high-risk families were actively recruited into the FCU. Approximately 23% of the intervention families engaged in the FCU and approximately 18% engaged in more intensive treatment. Using an intent-to-treat design, we found that the direct effect of the FCU on HRSB was not significant; however, an analysis of the developmental processes indicated that intervention families demonstrated improved family relationship quality when compared to control families, which in turn resulted in lower levels of HRSB in early adulthood. Furthermore, the significant effect of family relationship quality on HRSB was mediated by differences in parental monitoring and early sexual activity, and these effects varied as a function of gender and ethnicity. Indirect effects of the FCU on HRSB were significant via multiple different pathways. The implications of these findings for enhancing the impact of family-centered interventions are discussed.
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Affiliation(s)
- Allison S Caruthers
- Child and Family Center, University of Oregon, 70 Couch Street, Suite 242, Portland, OR, 97209, USA,
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21
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Miller GE, Colebrook J, Ellis BR. Advocating for the Rights of the Child Through Family–School Collaboration. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2014. [DOI: 10.1080/10474412.2014.870483] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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A Parent-Teen Collaborative Treatment Model for Academically Impaired High School Students With ADHD. COGNITIVE AND BEHAVIORAL PRACTICE 2014. [DOI: 10.1016/j.cbpra.2013.06.003] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Fosco GM, Seeley JR, Dishion TJ, Smolkowski K, Stormshak EA, Downey-McCarthy R, Falkenstein CA, Moore KJ, Strycker LA. Lessons Learned from Scaling Up the Ecological Approach to Family Interventions and Treatment Program in Middle Schools. ACTA ACUST UNITED AC 2013. [DOI: 10.1007/978-1-4614-7624-5_18] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
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24
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Sibley MH, Pelham WE, Derefinko KJ, Kuriyan AB, Sanchez F, Graziano PA. A Pilot Trial of Supporting teens’ Academic Needs Daily (STAND): A Parent-Adolescent Collaborative Intervention for ADHD. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2013. [DOI: 10.1007/s10862-013-9353-6] [Citation(s) in RCA: 52] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Fosco GM, Frank JL, Stormshak EA, Dishion TJ. Opening the "Black Box": family check-up intervention effects on self-regulation that prevents growth in problem behavior and substance use. J Sch Psychol 2013; 51:455-68. [PMID: 23870441 DOI: 10.1016/j.jsp.2013.02.001] [Citation(s) in RCA: 60] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2012] [Revised: 01/28/2013] [Accepted: 02/04/2013] [Indexed: 11/15/2022]
Abstract
Family-school interventions are a well-established method for preventing and remediating behavior problems in at-risk youth, yet the mechanisms of change underlying their effectiveness are often overlooked or poorly understood. The Family Check-Up (FCU), a school-based, family-centered intervention, has been consistently associated with reductions in youth antisocial behavior, deviant peer group affiliation, and substance use. The purpose of this study was to explore proximal changes in student-level behavior that accounts for links between implementation of the FCU and changes in youth problem behavior. Data were drawn from a randomized controlled trial study of the efficacy of the FCU among 593 ethnically diverse middle school students followed longitudinally from 6th through 8th grades. Latent growth curve analyses revealed that random assignment to the FCU intervention condition was related to increased mean levels of students' self-regulation from 6th to 7th grades, which in turn reduced the risk for growth in antisocial behavior, involvement with deviant peers, and alcohol, tobacco, and marijuana use through the 8th grade. Overall, these findings highlight the robust implications of self-regulation as a proximal target for family-centered interventions.
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Affiliation(s)
- Gregory M Fosco
- Human Development and Family Studies, Pennsylvania State University, 315 Health and Human Development East Building, University Park, PA 16802, United States.
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Mendez LR, Ogg J, Loker T, Fefer S. Including Parents in the Continuum of School-Based Mental Health Services: A Review of Intervention Program Research From 1995 to 2010. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2013. [DOI: 10.1080/15377903.2012.725580] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Kogan SM, Brody GH, Molgaard VK, Grange CM, Oliver DAH, Anderson TN, DiClemente RJ, Wingood GM, Chen YF, Sperr MC. The strong African American families-teen trial: rationale, design, engagement processes, and family-specific effects. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2012; 13:206-17. [PMID: 22124939 PMCID: PMC3756659 DOI: 10.1007/s11121-011-0257-y] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study addresses two limitations in the literature on family-centered intervention programs for adolescents: ruling out nonspecific factors that may explain program effects and engaging parents into prevention programs. The Rural African American Families Health project is a randomized, attention-controlled trial evaluating the efficacy of the Strong African American Families-Teen (SAAF-T) program, a family-centered risk-reduction intervention for rural African American adolescents. Rural African American families (n = 502) with a 10th-grade student were assigned randomly to receive SAAF-T or a similarly structured, family-centered program that focused on health and nutrition. Families participated in audio computer-assisted self-interviews at baseline and 6-month follow-up. Program implementation procedures yielded a design with equivalent doses, five sessions of family-centered intervention programming for families in each condition. Of eligible families screened for participation, 76% attended four or five sessions of the program. Consistent with our primary hypotheses, SAAF-T youth, compared to attention-control youth, demonstrated higher levels of protective family management skills, a finding that cannot be attributed to nonspecific factors such as aggregating families in a structured, interactive setting.
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Chisholm KE, Patterson P, Torgerson C, Turner E, Birchwood M. A randomised controlled feasibility trial for an educational school-based mental health intervention: study protocol. BMC Psychiatry 2012; 12:23. [PMID: 22439814 PMCID: PMC3364875 DOI: 10.1186/1471-244x-12-23] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2011] [Accepted: 03/22/2012] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND With the burden of mental illness estimated to be costing the English economy alone around £22.5 billion a year 1, coupled with growing evidence that many mental disorders have their origins in adolescence, there is increasing pressure for schools to address the emotional well-being of their students, alongside the stigma and discrimination of mental illness. A number of prior educational interventions have been developed and evaluated for this purpose, but inconsistency of findings, reporting standards, and methodologies have led the majority of reviewers to conclude that the evidence for the efficacy of these programmes remains inconclusive. METHODS/DESIGN A cluster randomised controlled trial design has been employed to enable a feasibility study of 'SchoolSpace', an intervention in 7 UK secondary schools addressing stigma of mental illness, mental health literacy, and promotion of mental health. A central aspect of the intervention involves students in the experimental condition interacting with a young person with lived experience of mental illness, a stigma reducing technique designed to facilitate students' engagement in the project. The primary outcome is the level of stigma related to mental illness. Secondary outcomes include mental health literacy, resilience to mental illness, and emotional well-being. Outcomes will be measured pre and post intervention, as well as at 6 month follow-up. DISCUSSION The proposed intervention presents the potential for increased engagement due to its combination of education and contact with a young person with lived experience of mental illness. Contact as a technique to reduce discrimination has been evaluated previously in research with adults, but has been employed in only a minority of research trials investigating the impact on youth. Prior to this study, the effect of contact on mental health literacy, resilience, and emotional well-being has not been evaluated to the authors' knowledge. If efficacious the intervention could provide a reliable and cost-effective method to reduce stigma in young people, whilst increasing mental health literacy, and emotional well-being. TRIAL REGISTRATION ISRCTN: ISRCTN07406026.
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Affiliation(s)
| | - Paul Patterson
- CLAHRC Public Health Team, Research & Innovation, 68 Hagley Road, Birmingham B16 8PF, UK
| | - Carole Torgerson
- School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK
| | - Erin Turner
- Early Intervention Services, Birmingham and Solihull Mental Health Foundation Trust, Newington Resource Centre, Newington Road, Marston Green, Birmingham B37 7RW, UK
| | - Max Birchwood
- School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK
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Wang MT, Dishion TJ. The Trajectories of Adolescents' Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems During the Middle School Years. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2012; 22:40-53. [PMID: 22822296 PMCID: PMC3399661 DOI: 10.1111/j.1532-7795.2011.00763.x] [Citation(s) in RCA: 96] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
This longitudinal study examined trajectories of change in adolescents' perceptions of four dimensions of school climate (academic support, behavior management, teacher social support, peer social support) and the effects of such trajectories on adolescent problem behaviors. We also tested whether school climate moderated the associations between deviant peer affiliation and adolescent problem behaviors. The 1,030 participating adolescents from 8 schools were followed from 6th through 8th grades (54% female; 76% European American). Findings indicated that all the dimensions of school climate declined and behavioral problems and deviant peer affiliation increased. Declines in each of the dimensions were associated with increases in behavioral problems. The prediction of problem behavior from peer affiliation was moderated by adolescents' perceptions of school climate.
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Affiliation(s)
- Ming-Te Wang
- Institute for Social Research, University of Michigan
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Graetz B, Littlefield L, Trinder M, Dobia B, Souter M, Champion C, Boucher S, Killick-Moran C, Cummins R. KidsMatter: A Population Health Model to Support Student Mental Health and Well-being in Primary Schools. INTERNATIONAL JOURNAL OF MENTAL HEALTH PROMOTION 2012. [DOI: 10.1080/14623730.2008.9721772] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Cavaleri MA, Olin SS, Kim A, Hoagwood KE, Burns BJ. Family support in prevention programs for children at risk for emotional/behavioral problems. Clin Child Fam Psychol Rev 2011; 14:399-412. [PMID: 22080305 PMCID: PMC3985284 DOI: 10.1007/s10567-011-0100-9] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
We conducted a review of empirically based prevention programs to identify prevalence and types of family support services within these programs. A total of 238 articles published between 1990 and 2011 that included a family support component were identified; 37 met criteria for inclusion. Following the Institute of Medicine's typology, prevention programs were categorized as universal, selective, or indicated; programs containing more than one prevention level were characterized as multi-level. Family support types included those led by a mental health professional, led by a peer, or team-led. Among the 37 prevention programs reviewed, 27% (n=10) were universal, 41% (n=15) were selective, 16% (n=6) were indicated, and 16% (n=6) were multi-level. The predominant model of family support was professionally led (95%, n=35). Two (n=5%) provided team-led services. None were purely peer-led. In terms of content of family support services, all (100%, n=37) provided instruction/skill build. Information and education was provided by 70% (n=26), followed by emotional support (n=11, 30%) and instrumental or concrete assistance (n=11, 30%). Only 14% (n=5) provided assistance with advocacy. The distribution of models and content of services in prevention studies differ from family support within treatment studies. As family support is likely to be an enduring component of the child and family mental health service continuum, comparative effectiveness studies are needed to inform future development.
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Affiliation(s)
- Mary A Cavaleri
- Mental Health Services and Policy Research, New York State Psychiatric Institute, Columbia University, 100 Haven Ave, Suite 31D, New York, NY 10032, USA.
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Sibley MH, Pelham WE, Evans SW, Gnagy EM, Ross JM, Greiner AR. An Evaluation of a Summer Treatment Program for Adolescents With ADHD. COGNITIVE AND BEHAVIORAL PRACTICE 2011. [DOI: 10.1016/j.cbpra.2010.09.002] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Wang MT, Dishion TJ, Stormshak EA, Willett JB. Trajectories of family management practices and early adolescent behavioral outcomes. Dev Psychol 2011; 47:1324-41. [PMID: 21688899 PMCID: PMC3552389 DOI: 10.1037/a0024026] [Citation(s) in RCA: 62] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Stage-environment fit theory was used to examine the reciprocal lagged relations between family management practices and early adolescent problem behavior during the middle school years. In addition, the potential moderating roles of family structure and of gender were explored. Hierarchical linear modeling was used to describe patterns of growth in family management practices and adolescents' behavioral outcomes and to detect predictors of interindividual differences in initial status and rate of change. The sample comprised approximately 1,000 adolescents between ages 11 years and 15 years. The results indicated that adolescents' antisocial behaviors and substance use increased and their positive behavioral engagement decreased over time. As adolescent age increased, parental knowledge of their adolescent's activities decreased, as did parental rule making and support. The level and rate of change in family management and adolescent behavioral outcomes varied by family structure and by gender. Reciprocal longitudinal associations between parenting practices and adolescent problem behavior were found. Specifically, parenting practices predicted subsequent adolescent behavior, and adolescent behavior predicted subsequent parenting practices. In addition, parental warmth moderated the effects of parental knowledge and rule making on adolescent antisocial behavior and substance use over time.
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Affiliation(s)
- Ming-Te Wang
- Institute for Social Research, University of Michigan, 426 Thompson Street, Ann Arbor, MI 48106, USA.
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Paradis AD, Giaconia RM, Reinherz HZ, Beardslee WR, Ward KE, Fitzmaurice GM. Adolescent Family Factors Promoting Healthy Adult Functioning: A Longitudinal Community Study. Child Adolesc Ment Health 2011; 16:30-37. [PMID: 21532965 PMCID: PMC3082137 DOI: 10.1111/j.1475-3588.2010.00577.x] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND: Although long-held wisdom and current research suggests that accepting and supportive family relationships may positively influence adult psychosocial functioning, few studies have prospectively investigated these associations. This study examined whether positive family factors during adolescence are associated with healthy adult functioning. METHOD: The 353 participants were part of a single-age cohort whose psychosocial development has been prospectively traced. Two aspects of family functioning - feeling highly valued as a family member and having a family confidant - were measured at age 15. Developmentally-relevant areas of functioning were assessed at age 30. RESULTS: Both positive family factors were predictive of adaptive adult functioning across several domains, including mental health and social/interpersonal functioning. CONCLUSIONS: Findings provide evidence about the salient relationships between positive family relationships and later healthy functioning.
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Affiliation(s)
- Angela D Paradis
- Simmons Longitudinal Study, Simmons College School of Social Work, Boston, MA, USA
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Stormshak EA, Connell AM, Véronneau MH, Myers MW, Dishion TJ, Kavanagh K, Caruthers AS. An ecological approach to promoting early adolescent mental health and social adaptation: family-centered intervention in public middle schools. Child Dev 2011; 82:209-25. [PMID: 21291438 PMCID: PMC3035851 DOI: 10.1111/j.1467-8624.2010.01551.x] [Citation(s) in RCA: 106] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
This study examined the impact of the Family Check-Up (FCU) and linked intervention services on reducing health-risk behaviors and promoting social adaptation among middle school youth. A total of 593 students and their families were randomly assigned to receive either the intervention or middle school services as usual. Forty-two percent of intervention families engaged in the service and received the FCU. Using complier average causal effect analyses, engagement in the intervention moderated intervention outcomes. Families who engaged in the intervention had youth who reported lower rates of antisocial behavior and substance use over time than did a matched control sample. Results extend previous research indicating that a family-centered approach to supporting youth in the public school setting reduced the growth of antisocial behavior, alcohol use, tobacco use, and marijuana use throughout the middle school years.
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Stormshak EA, Fosco GM, Dishion TJ. Implementing Interventions with Families in Schools to Increase Youth School Engagement: The Family Check-Up Model. SCHOOL MENTAL HEALTH 2010; 2:82-92. [PMID: 20495673 PMCID: PMC2873213 DOI: 10.1007/s12310-009-9025-6] [Citation(s) in RCA: 71] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined outcomes associated with the Family Check-Up (FCU), an adaptive, tailored, family-centered intervention to enhance positive adjustment of middle school youth and prevent problem behavior. The FCU intervention model was delivered to families in 3 public middle schools. The study sample comprised 377 families, and participants were randomly assigned to receive either the intervention or school as usual. Participation in the intervention was relatively high, with 38% of the families receiving the FCU. Participation in the intervention improved youth self-regulation over the 3 years of the study. Self-regulation skills, defined as effortful control, predicted both decreased depression and increased school engagement in high school, with small to medium effect sizes. The results have implications for the delivery of mental health services in schools that specifically target family involvement and parenting skills.
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Affiliation(s)
| | - Gregory M. Fosco
- Child and Family Center, University of Oregon, 195 W. 12th Ave., Eugene, OR 97401, USA,
| | - Thomas J. Dishion
- Child and Family Center, University of Oregon, 195 W. 12th Ave., Eugene, OR 97401, USA,
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37
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Stormshak EA, Dishion TJ. A school-based, family-centered intervention to prevent substance use: the family check-up. THE AMERICAN JOURNAL OF DRUG AND ALCOHOL ABUSE 2010; 35:227-32. [PMID: 20180675 DOI: 10.1080/00952990903005908] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
BACKGROUND/OBJECTIVES The Family Check-Up (FCU) is a selected intervention model that can be delivered in contexts such as schools that serve at-risk children and families. It is grounded in developmental theory and targets salient risk factors for the development of later problem behavior such as substance use, family management deficits, deviant peer affiliations, and problem behavior at school. METHODS The FCU model has been implemented in schools across several randomized trials. The model includes the development of a family resource center in the schools and interventions that target youth at risk for problem behavior and substance use. RESULTS Twenty years of research associated with the FCU have produced outcomes that show that the model is effective for enhancing family management skills, reducing risk behavior, and reducing the long-term risk for substance use in adolescence. CONCLUSIONS AND SCIENTIFIC SIGNIFICANCE Implications for public policy and the delivery of interventions to prevent substance use in public schools and communities are discussed.
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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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39
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Stormshak EA, Connell A, Dishion TJ. An adaptive approach to family-centered intervention in schools: linking intervention engagement to academic outcomes in middle and high school. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2009; 10:221-35. [PMID: 19390971 PMCID: PMC2730147 DOI: 10.1007/s11121-009-0131-3] [Citation(s) in RCA: 61] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
This study examined the impact of an adaptive approach to family intervention in public schools on academic outcomes from age 11 to 17. Students were randomly assigned to the three-session Family Check-Up (FCU), which is designed to motivate change in parenting practices by using an assessment-driven approach and strengths-based feedback. All services were voluntary, and approximately 25% of the families engaged in the FCU. Compared with matched controls, adolescents whose parents received the FCU maintained a satisfactory GPA into high school, and intervention engagement was associated with improved attendance. The highest-risk families were the most likely to engage in the family-centered intervention, suggesting the efficacy of integrating supportive services to families in the context of other schoolwide approaches to promote the success and achievement of vulnerable students.
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Affiliation(s)
- Elizabeth A. Stormshak
- Counseling Psychology Program, Child and Family Center, University of Oregon, 195 West 12th Avenue, Eugene, OR 97401-3408, USA
| | - Arin Connell
- Psychology, Case Western Reserve University, Cleveland, OH, USA
| | - Thomas J. Dishion
- Psychology and School Psychology, Child and Family Center, University of Oregon, 195 West 12th Avenue, Eugene, OR 97401-3408, USA
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40
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Reinke WM, Splett JD, Robeson EN, Offutt CA. Combining school and family interventions for the prevention and early intervention of disruptive behavior problems in children: A public health perspective. PSYCHOLOGY IN THE SCHOOLS 2009. [DOI: 10.1002/pits.20352] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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41
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Reinke WM, Herman KC, Stormont M, Brooks C, Darney D. Training the next generation of school professionals to be prevention scientists: The Missouri Prevention Center model. PSYCHOLOGY IN THE SCHOOLS 2009. [DOI: 10.1002/pits.20454] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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42
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Arndorfer CL, Stormshak EA. Same-sex Versus Other-sex Best Friendship in Early Adolescence: Longitudinal Predictors of Antisocial Behavior Throughout Adolescence. J Youth Adolesc 2008; 37:1059-1070. [PMID: 20808710 DOI: 10.1007/s10964-008-9311-x] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
This study examines the relationship between having other-sex versus same-sex best friends and antisocial behavior throughout early adolescence. Participants (N = 955) were recruited in 6th grade and followed longitudinally through 7th, 8th, and 11th grades. Participants were 58% ethnically diverse youth and 48% girls. Results indicate that the frequency of other-sex best friendship remained stable from 6th to 7th grade but significantly increased from 8th to 11th grade. Higher rates of concurrent antisocial behavior were related to having other-sex best friends in 6th grade but not in 7th grade. In 8th grade, there was an interaction between friendship and the sex of friends. Boys with only same-sex best friends and girls with other-sex best friends endorsed higher rates of antisocial behavior. Having other-sex best friends predicted antisocial behavior from 6th to 7th grade and 8th to 11th grade, especially for girls. Implications for the development of early adolescent friendship and antisocial behavior are discussed.
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Affiliation(s)
- Cara Lee Arndorfer
- Child and Family Center, University of Oregon, 195 W. 12th Ave, Eugene, OR 97401, USA
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43
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Light JM, Dishion TJ. Early adolescent antisocial behavior and peer rejection: A dynamic test of a developmental process. New Dir Child Adolesc Dev 2007:77-89. [DOI: 10.1002/cd.202] [Citation(s) in RCA: 32] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Weist MD. Fulfilling the promise of school-based mental health: moving toward a Public Mental Health Promotion approach. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2006; 33:735-41. [PMID: 16328748 DOI: 10.1007/s10802-005-7651-5] [Citation(s) in RCA: 48] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2005] [Accepted: 06/20/2005] [Indexed: 11/26/2022]
Abstract
School-based mental health (SBMH) programs and services are growing progressively in the United States for many reasons. However, the SBMH field is young and tenuously supported, and challenges are being confronted on many levels. There are major needs to continue to bring research-supported interventions into schools, and to better equip educators and mental health programs and staff in schools to function effectively. Articles in this special issue present the many challenges well and point to important directions for advancing SBMH. To truly advance the field a Public Mental Health Promotion approach is needed. Elements of this approach, in advancing training, quality assessment and improvement (including empirically supported practice), and advocacy and policy influence are discussed, as are strategic connections to the Community Science perspective and to the development of a growing Community of Practice in SBMH.
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Affiliation(s)
- Mark D Weist
- Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21201, USA.
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45
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Paternite CE. School-based mental health programs and services: overview and introduction to the special issue. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2006; 33:657-63. [PMID: 16328742 DOI: 10.1007/s10802-005-7645-3] [Citation(s) in RCA: 62] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2005] [Accepted: 06/20/2005] [Indexed: 10/25/2022]
Abstract
School-based mental health (SBMH) programs and services have grown progressively in the United States in the past two decades, related in part to increased recognition of their advantages and heightened federal support. However, SBMH is an emerging field, with many issues needing attention. This introductory article provides a context for the special issue by highlighting the importance of increased conceptual clarity about SBMH, enhanced mental health-education systems integration, and advancement of the SBMH research base. Key elements for success of SBMH programs and services are discussed, as underscored recently by the report of the New Freedom Commission on Mental Health (2003) and other important initiatives. These elements include (a) school-family-community agency partnerships, (b) commitment to a full continuum of mental health education, mental health promotion, assessment, problem prevention, early intervention, and treatment, and (c) services for all youth, including those in general and special education. A synopsis of the articles in the special issue is provided, emphasizing their conceptual and empirical contributions to delivery and sustainability of effective mental health practices in schools.
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Affiliation(s)
- Carl E Paternite
- Department of Psychology, Center for School-Based Mental Health Programs, Miami University, Oxford, OH 45056, USA.
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