Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda

Arora, Prerna; Connors, Elizabeth H.; George, Melissa W.; Lyon, Aaron R.; Wolk, Courtney Benjamin; Weist, Mark D.

doi:10.1007/s10567-016-0217-y

Cited by 12 publications

(8 citation statements)

References 104 publications

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“…It is possible that some of the effects of C+ relative to C on fidelity were the result of counselors having more time with consultants. Sixth, the measurement of clinical outcomes did not include instruments able to measure subtle changes in behavior and performance in home and school settings, which is a noteworthy limitation (Arora et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Group CBT for Externalizing Disorders in Urban Schools: Effect of Training Strategy on Treatment Fidelity and Child Outcomes

et al. 2018

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Public schools are an ideal setting for the delivery of mental health services to children. Unfortunately, services provided in schools, and more so in urban schools, have been found to lead to little or no significant clinical improvements. Studies with urban school children seldom report on the effects of clinician training on treatment fidelity and child outcomes. This study examines the differential effects of two levels of school-based counselor training: training workshop with basic consultation (C) vs. training workshop plus enhanced consultation (C+) on treatment fidelity and child outcomes. Fourteen school staff members (counselors) were randomly assigned to C or C+. Counselors implemented a group cognitive behavioral therapy protocol (Coping Power Program, CPP) for children with or at risk for externalizing behavior disorders. Independent coders coded each CPP session for content and process fidelity. Changes in outcomes from pre to post were assessed via a parent psychiatric interview and interviewer-rated severity of illness and global impairment. Counselors in C+ delivered CPP with significantly higher levels of content and process fidelity compared to counselors in C. Both C and C+ resulted in significant improvement in interviewer-rated impairment; the conditions did not differ from each other with regard to impairment. Groups did not differ with regard to pre- to- posttreatment changes in diagnostic severity level. School-based behavioral health staff in urban schools are able to implement interventions with fidelity and clinical effectiveness when provided with ongoing consultation. Enhanced consultation resulted in higher fidelity. Enhanced consultation did not result in better student outcomes compared to basic consultation. Implications for resource allocation decisions with staff training in EBP are discussed.

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Section: Discussionmentioning

confidence: 99%

Group CBT for Externalizing Disorders in Urban Schools: Effect of Training Strategy on Treatment Fidelity and Child Outcomes

et al. 2018

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“…This lengthy period of study has led to a plethora of terms and approaches to describe this population, which has led simultaneously to a rich literature base but also to considerable splintering across disciplines and thus a lack of consensus with respect to defining, conceptualizing, classifying, assessing, and addressing SA/A (Kearney, 2016, 2019). Such splintering has likely led to dissemination and implementation barriers regarding empirically based strategies for SA/A (Arora et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

et al. 2019

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School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.

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“…Os únicos manuais elaborados pelo Estado Português (pelo Ministério da Educação e pela Direção Geral da Saúde) na área do desenvolvimento de competências socioemocionais preveem direta (Matos, 1997) ou indiretamente (Direção Geral da Saúde, 2016) apenas a avaliação da satisfação e não a avaliação de resultados. A lógica inerente é a de que os modelos de avaliação deste tipo de intervenções devem incluir o envolvimento/responsividade dos participantes nos programas, nomeadamente com base na premissa de que esta pode influenciar os resultados das intervenções (Arora et. al, 2016).…”

Section: A Avaliação De Programas De Aprendizagem Socioemocionalunclassified

Efetividade dos programas de Aprendizagem SocioEmocional: o impacto da satisfação dos participantes sobre os resultados

Sousa¹,

Coelho

2021

Revista INFAD de Psicología

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A Aprendizagem SocioEmocional (ASE) tem ganho reconhecimento, quer no meio científico, quer no campo da prática, com uma crescente demanda para que sejam estudados, não só os seus resultados, mas também a efetividade diferencial destes programas e os factores que influenciam os seus resultados. Os níveis de envolvimento dos participantes nestes programas tem sido apontado como uma variável influente nos seus resultados, no entanto, poucos são os estudos que testam o papel desta variável. No presente estudo são analisados os resultados diferenciais de programas ASE em função dos níveis de envolvimentos dos participantes, considerando a satisfação dos participantes com o programa. Fizeram parte deste estudo 632 participantes, do 4º ao 8º ano de escolaridade, que participaram num programa ASE (Midade = 10.89; DP = 1.45; 49.8% raparigas). Foram avaliados os níveis iniciais e finais de competências socioemocionais (Autocontrolo, Consciência Social, Competências Relacionais, Tomada de Decisão), assim como os níveis de satisfação com o programa, tendo sido criados três grupos quanto ao grau de satisfação. Para análise dos dados foram utilizadas ANOVAs de medidas repetidas. Não se observou, para nenhuma das dimensões consideradas, efeitos de interação significativos entre tempo e grau de satisfação, indicando estes resultados que o grau de satisfação não tem um impacto significativo na eficácia dos programas. São identificadas limitações do estudo e discutidas implicações práticas, salientando estes resultados que a satisfação não avalia a eficácia dos programas, sendo um erro operacionalizar o sucesso destes com base na satisfação.

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Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda

Cited by 12 publications

References 104 publications

Group CBT for Externalizing Disorders in Urban Schools: Effect of Training Strategy on Treatment Fidelity and Child Outcomes

Group CBT for Externalizing Disorders in Urban Schools: Effect of Training Strategy on Treatment Fidelity and Child Outcomes

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

Efetividade dos programas de Aprendizagem SocioEmocional: o impacto da satisfação dos participantes sobre os resultados

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