Enhancing School Engagement in At-Risk, Urban Minority Adolescents Through a School-Based, Adult Mentoring Intervention

Holt, Laura J.; Bry, Brenna H.; Johnson, Valerie

doi:10.1080/07317100802482969

Cited by 59 publications

(58 citation statements)

References 41 publications

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“…It is defined as the extent to which a student is cognitively, behaviorally, and emotionally involved in his or her learning (Holt, Bry, & Johnson, 2008). It is defined as the extent to which a student is cognitively, behaviorally, and emotionally involved in his or her learning (Holt, Bry, & Johnson, 2008).…”

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confidence: 99%

Family Distance Regulation and School Engagement in Middle‐School‐Aged Children

2012

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The purpose of this study was to explore how family distance regulation and other family demographic factors influence parenting behavior and family routines, which, in turn, influences the child's school engagement. The data from the project came from a larger study conducted in a large Northwestern urban area and included both two‐parent and single‐parent families. These two family structures were compared in order to emphasize that it is the foundational family process of family distance regulation that supports other parenting practices as well as chronic stress that leads to school engagement regardless of the number of parents in the household. Implications for practice and the results of this study in relation to previous literature are discussed.

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confidence: 99%

Family Distance Regulation and School Engagement in Middle‐School‐Aged Children

2012

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“…Three studies identified students at-risk based on other indicators, including low academic motivation (Holt, Bry, & Johnson, 2008), anxiety problems (* Sharma, 1975), and referrals for behavioral problems (* Bauer et al, 2000). All six of these studies identified their at-risk students utilizing a distal academic indicator (e.g., grades, GPA).…”

Section: Definition Of At-riskmentioning

confidence: 99%

“…* Page and Chandler (1994) implemented an activity-oriented group with a focus on promoting healthy selfconcepts via a discussion-oriented structure, similar to *Bauer et al (2000) where students discussed any topic of interest in a caring environment. In contrast to these group-based interventions, Holt et al (2008) implemented an individual intervention with a focus on students' cognitive and behavioral change. *Sharma (1975) implemented three different types of groups, with one group focused on students being able to identify and replace their irrational beliefs, a second group taught eleven major irrational ideas and their replacements, and a third group taught study skills.…”

Section: Early Intervention Characteristicsmentioning

confidence: 99%

“…Six studies reported the exact number of sessions, which ranged from six to ten. Four studies reported the length of contact for each session, with 20-30 min sessions for Holt et al (2008), 50 min sessions for * Sharma (1975), one-hour sessions for * Bauer et al (2000), and two hour sessions for * Page and Chandler (1994). Of those studies reporting the exact number of sessions, all but one reported meeting weekly; Steen and Bemak (2008) did not report session frequency.…”

Section: Early Intervention Characteristicsmentioning

confidence: 99%

“…The exception to this was * Newsome et al (2008), who only referred to administering a nine week intervention, but did not acknowledge the specific number of sessions. School psychologists (*Bauer 11 et al, 2000), teachers (Holt et al, 2008), school social workers (* Newsome et al, 2008), and university professors (Steen & Bemak, 2008) represented other implementers of these early interventions. Four studies reported the length of contact for each session, with 20-30 min sessions for Holt et al (2008), 50 min sessions for * Sharma (1975), one-hour sessions for * Bauer et al (2000), and two hour sessions for * Page and Chandler (1994).…”

Section: Early Intervention Characteristicsmentioning

confidence: 99%

See 2 more Smart Citations

School mental health early interventions and academic outcomes for at-risk high school students: a meta-analysis

Iachini

Brown

Ball

et al. 2015

Advances in School Mental Health Promotion

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2015): School mental health early interventions and academic outcomes for at-risk high school students: a meta-analysis, Advances in School Mental Health Promotion,The current educational policy context in the United States necessitates that school-based programs prioritize students' academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for atrisk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found no statistically significant effect on the academic outcomes most commonly assessed in the studies (i.e., GPA, attendance, and discipline). Findings suggest the need for more rigorous research in this area. Implications for SMH early intervention research and practice are discussed.

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Training Teachers in Academic Mentoring Practices

Larose

Duchesne

2020

The Wiley International Handbook of Mentoring

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Enhancing School Engagement in At-Risk, Urban Minority Adolescents Through a School-Based, Adult Mentoring Intervention

Cited by 59 publications

References 41 publications

Family Distance Regulation and School Engagement in Middle‐School‐Aged Children

Family Distance Regulation and School Engagement in Middle‐School‐Aged Children

School mental health early interventions and academic outcomes for at-risk high school students: a meta-analysis

Training Teachers in Academic Mentoring Practices

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