Redesigning a Core Function of Schools: A Systemic, Evidence-Based Approach to Student Support

Walsh, Mary E.; Theodorakakis, Maria; Backe, Sarah

doi:10.1007/978-3-319-25664-1_5

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…That possibility suggests another strategy for improving outcomes: combining psychotherapy with in vivo support for addressing real-world circumstances that could otherwise limit improvement and over which youths acting alone would have little control. Such an approach would contrast with the primarily office-based approach that has dominated youth psychotherapy research and practice for many years, but a few innovative intervention researchers have achieved success pioneering this more ecologically embedded approach (e.g., Buchanan, Chamberlain, & Smith, 2017; Henggeler & Schaeffer, 2016; Walsh, Theodorakakis, & Backe, 2016).…”

Section: Discussionmentioning

confidence: 99%

Are Psychotherapies for Young People Growing Stronger? Tracking Trends Over Time for Youth Anxiety, Depression, Attention-Deficit/Hyperactivity Disorder, and Conduct Problems

Weisz

Kuppens

et al. 2018

Perspect Psychol Sci

140

130

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With the development of empirically supported treatments over the decades, have youth psychotherapies grown stronger? To investigate, we examined changes over time in treatment effects for four frequently treated youth mental-health problems: anxiety, depression, attention-deficit hyperactivity disorder (ADHD), and conduct disorders. We used PubMed and PsycINFO to search for randomized controlled trials (RCTs) that were published between January 1960 and May 2017 involving youths between the ages of 4 and 18 years. We also searched reviews and meta-analyses of youth psychotherapy research, followed reference trails in the reports we identified, and obtained additional studies identified by therapy researchers whom we contacted. We identified 453 RCTs (31,933 participants) spanning 53 years (1963–2016). Effect sizes for the problem-relevant outcome measures were synthesized via multilevel meta-analysis. We tracked temporal trends for each problem domain and then examined multiple study characteristics that might moderate those trends. Mean effect size increased nonsignificantly for anxiety, decreased nonsignificantly for ADHD, and decreased significantly for depression and conduct problems. Moderator analyses involving multiple study subgroups showed only a few exceptions to these surprising patterns. The findings suggest that new approaches to treatment design and intervention science may be needed, especially for depression and conduct problems. We suggest intensifying the search for mechanisms of change, making treatments more transdiagnostic and personalizable, embedding treatments within youth ecosystems, adapting treatments to the social and technological changes that alter youth dysfunction and treatment needs, and resisting old habits that can make treatments unduly skeuomorphic.

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Section: Discussionmentioning

confidence: 99%

Are Psychotherapies for Young People Growing Stronger? Tracking Trends Over Time for Youth Anxiety, Depression, Attention-Deficit/Hyperactivity Disorder, and Conduct Problems

Weisz

Kuppens

et al. 2018

Perspect Psychol Sci

140

130

View full text Add to dashboard Cite

show abstract

“…Three inherited assumptions produce and sustain this disengagement dyad: (1) Disengaged students' orientations and action, not school policies, structures, and routines, are the problem to be addressed; (2) teachers hold the keys to student engagement; and (3) the ideal student is obedient and compliant, not an active agent able to assume responsibility for their engagement, learning plans, and outcomes [29]. Entire school systems are vulnerable to get stuck when these assumptions reign without interrogation and interruption, especially when teachers are compelled to work in isolation without both districtwide and community-based systems for assistance, supports, and resources.…”

Section: From Student Disengagement To Teacher Disengagementmentioning

confidence: 99%

Student Engagement and Disengagement as a Collective Action Problem

Lawson

2020

Education Sciences

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Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building between schools and community health, mental health, and social service agencies. Here, engagement and disengagement challenges are reframed as opportunities for collective action, including interprofessional teams, community agency–school partnerships, cross-sector collective impact formations, cradle-to-career system building, and community development initiatives. Together these collective action forms signal new institutional designs which are fit for purpose when child/family poverty, social exclusion, and social isolation conspire against student engagement and school success.

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Redesigning a Core Function of Schools: A Systemic, Evidence-Based Approach to Student Support

Cited by 2 publications

References 15 publications

Are Psychotherapies for Young People Growing Stronger? Tracking Trends Over Time for Youth Anxiety, Depression, Attention-Deficit/Hyperactivity Disorder, and Conduct Problems

Are Psychotherapies for Young People Growing Stronger? Tracking Trends Over Time for Youth Anxiety, Depression, Attention-Deficit/Hyperactivity Disorder, and Conduct Problems

Student Engagement and Disengagement as a Collective Action Problem

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