Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation [0.03%]
基于证据的精神健康学校项目：成功实施的障碍和促进因素
Audra K Langley,Erum Nadeem,Sheryl H Kataoka et al.
Audra K Langley et al.
Although schools can improve children's access to mental health services, not all school-based providers are able to successfully deliver evidence-based practices. Indeed, even when school clinicians are trained in evidence-based practices ...
How Adolescent Girls Understand and Manage Depression Within Their Peer Group: A Grounded Theory Investigation [0.03%]
青少年女生如何在同龄人团体中理解和应对抑郁状况：扎根理论研究
Melissa D Pinto-Foltz,Vicki Hines-Martin,M Cynthia Logsdon
Melissa D Pinto-Foltz
Depression is prevalent among adolescent girls, but few receive mental health treatment. Adolescent girls often forgo needed mental health treatment because they fear responses of peers about depression. Understanding the processes of how a...
Supporting Siblings of Children with Cancer: A Need for Family-School Partnerships [0.03%]
构建家庭与学校伙伴关系支持癌症患儿兄弟姐妹的身心健康
Melissa A Alderfer,Jilda A Hodges
Melissa A Alderfer
When a child has a chronic illness, it is readily apparent that the family and school must enter into a partnership to assure that the educational needs of the child are being met. A family-school partnership, however, may also be important...
Implementing Interventions with Families in Schools to Increase Youth School Engagement: The Family Check-Up Model [0.03%]
学校中的家庭介入干预措施：家庭检查-up模型在学校中增加青年学生参与度的作用
Elizabeth A Stormshak,Gregory M Fosco,Thomas J Dishion
Elizabeth A Stormshak
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 d...
Stephen S Leff,Jessica A Hoffman,Rebecca Lakin Gullan
Stephen S Leff
Using Participatory Action Research to Design an Intervention Integrity System in the Urban Schools [0.03%]
运用参与行动研究设计城市学校干预完整性体系
Rebecca Lakin Gullan,Betsy E Feinberg,Melanie A Freedman et al.
Rebecca Lakin Gullan et al.
While integrity is often thought of as the degree to which a program is applied as intended, researchers have recently widened the lens to include not only monitoring of program content, but also evaluating the process by which intervention...
Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades [0.03%]
检验INSIGHTS对城市小学学区学生破坏性行为、课堂管理和学生能力的影响效力
Sandra Graham McClowry,David L Snow,Catherine S Tamis-Lemonda et al.
Sandra Graham McClowry et al.
A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management...
An Analysis of Teacher Investment in the Context of a Family-School Intervention for Children with ADHD [0.03%]
ADHD儿童家庭-学校干预背景下教师投资的研究
Thomas J Power,Stephen L Soffer,Jennifer A Mautone et al.
Thomas J Power et al.
Intervention researchers have often failed to assess treatment integrity; when integrity is examined, the focus is typically on whether the steps of intervention have been applied and not on quality of implementation. In the few studies tha...
Consent Procedures and Participation Rates in School-Based Intervention and Prevention Research: Using a Multi-Component, Partnership-Based Approach to Recruit Participants [0.03%]
学校为基础的干预和预防研究中的同意程序及参与率：采用多方位、基于合作的方法招募参与者
Jessica Blom-Hoffman,Stephen S Leff,Debra L Franko et al.
Jessica Blom-Hoffman et al.
Evaluations of school-based interventions and prevention programs typically require parental consent for students to participate. In school-based efforts, program evaluators may have limited access to parents and considerable effort is requ...