Evaluating the Effectiveness of a Group CBT for Parents of ADHD Children

Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000–June 2022

“…They included services focused on students’ mental health/behavioral health; academic performance; school environment; student development and functioning in school, classroom, and home settings; and parenting. More specifically, these interventions targeted students’ depression and anxiety (Kataoka et al, 2003 ; Phillips, 2004 ; Wong et al, 2018a ), social, emotional, and behavioral skills development (Acuna et al, 2018 ;Chupp & Boes, 2012 ; Ervin et al, 2018 ; Magnano, 2009 ; Newsome, 2005 ; Thompson & Webber, 2010 ), school refusal and truancy (Elsherbiny et al, 2017 ; Newsome et al, 2008 ; Young et al, 2020 ), trauma/PTSD prevention, community violence, and students’ resilience (Al-Rasheed et al, 2021 ;Ijadi-Maghsoodi et al, 2017 ; Kataoka et al, 2003 ; Wong et al, 2018a ), homework completion and grade-point average improvement (Chupp & Boes, 2012 ; Magnano, 2009 ; Newsomoe, 2005 ), parental stress (Fein et al, 2021 ; Wong et al, 2018b ), family functioning (Fein et al, 2021 ), and parenting competence and resilience (Wong et al, 2018b ). All of the studies were school-based (100%), and the most common setting for providing school social work services was public schools.…”

“…Two studies did not specify level of education but noted that the practitioners’ credential was licensed school social worker (Ijadi-Maghsoodi et al, 2017 ; Wong et al, 2018a ). One intervention was conducted by both master’s and bachelor’s level social work trainees; however, the first author confirmed that they were all registered school social workers with the Hong Kong Social Work Registration Board (Wong et al, 2018b ).…”

“…Eta-squared of .148 indicated a small effect. Significant differences between INT and CON groups for females, those with family history of depression, Whites, students with no other tx, and students who reported no recreational drug use Sadzaglishvili et al ( 2020 ), Georgia School Social Work Intervention 81 44% female, 2 nd -6 th grade students, high-number socially vulnerable families School culture and class climate Student, parent, & family 45 min/tx; School 1 = 45 class interventions; School 2 = 62; more than 13 months Tier 1 Class climate more positive at posttest; students more involved in doing homework together and spent significant more free time together post-intervention; students expressed aggression less frequently; parents helped their children more and met with school administration more often to solve school related issues Thompson and Webber ( 2010 ), USA The Student and Teacher Agreement Realignment Strategy 10 12 yo; 20% female; 30% Black, 70% White; all eligible for IEP Perceptions of school and classroom norms Student & teacher 5–10 min conference; weekly w/SSW; bi-weekly social skill lessons; 18 weeks Tier 2 Mean number of office referrals for students during the intervention phase was significantly lower than the baseline means; required fewer suspensions and other reactive forms of discipline and classroom management Wong et al ( 2018a ), Hong-Kong Cognitive Behavioral Therapy INT = 26 CON = 20 11–14 yo (INT = 13.35 yo; CON = 13.15 yo); 65% lived in public housing; 90% of the INT group had income < HK$20,000 Adolescent’s anxiety Student 120 min/tx; 8 sessions Tier 2 Experimental group had a significant increase in cases falling back into the normal range of the HADS-A scale, and a significant decrease in number of probable anxiety cases while changes in number of anxiety cases were insignificant for the control group for all categories Wong et al ( 2018b ), Hong-Kong Group Cognitive Behavioral Therapy INT = 42 CON = 36 26–58 ( ...…”

The Effects of Recovery-Oriented Cognitive–Behavior Approach for Chinese With Severe Mental Illness

“…Second, the robustness of this study can be further enhanced by introducing a randomized control design in order to minimize various biases such as selection bias. It is possible that participants who selected to participate in the experimental group had stronger motivation to seek treatment (Wong, Ng, Ip, Chung, & Choi, 2017). Third, the internal validity of this study may be improved by using blinding to reduce the Hawthorne effect (participants change their behavior because they are being studied) and the John Henry effect (participants in the comparison group put extra effort to compensate for not receiving the treatment).…”

Systematic Review of Research on Special Education Needs in Greater China

“…Recently, Asian studies have been focusing on innovative intervention methods, preventive measures and creating inclusion in both society and learning environments. Group cognitive behavioral therapy (CBT) has been used with parents of children with ADHD in Hong Kong (Wong et al, 2018). The perception of teachers in Beijing toward the holistic development of students with SEN has been considered and studied (Yan et al, 2021).…”