Referral and outcome differences between terminating and nonterminating children seen by nonprofessionals in a school mental health project

Cowen, Emory L.; Schochet, Barbara V.

doi:10.1007/bf00880130

Cited by 16 publications

(13 citation statements)

References 8 publications

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“…This pattern of differences, as well as the absence of actual program experience differences, are consistent with earlier program evaluations (Cowen & Schochet, 1973;Lotion, Cowen, & Caldwell, 1974;Lotion, Cowen, & Kraus, 1974). Thus, Highs were significantly less maladjusted than Lows on seven of eight referral measures and were more likely to have had withdrawal, than acting-out or learning, problems.…”

Section: Discussionsupporting

confidence: 88%

Comparison of two outcome groups in a school‐based mental health project

Lorion

Cowen

1976

American J of Comm Psychol

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Two samples of school-maladjusted children responding most and least favorably to a helping program with nonprofessional child-aides were compared on demographic, referral, and program experience variables. Outcome measures other than teacher ratings used to select the samples validated the inferred improvement differences. Subjects with poor outcomes were significantly more likely to reside in the city, older, from lower socioeconomic backgrounds, and initially more maladjusted than those with good outcomes, but there were no group differences in age, repeat in grade, or program experience variables. Implications of these data for future program directions and modifications of aide-training procedures are discussed.

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Section: Discussionsupporting

confidence: 88%

Comparison of two outcome groups in a school‐based mental health project

Lorion

Cowen

1976

American J of Comm Psychol

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“…A series of PMHP research evaluations done over several years (Cowen, 1968;Cowen, Dorr, Trost, & lzzo, 1972;Cowen, Lorion, Dorr, Clarfield, & Wilson, in press;Cowen & Schochet, 1973;Cowen et al, 1966) confirm that the aide program effectively helps children to improve academic and personal adjustment, both in the short and long term. The combination of expanded program reach and its demonstrated effectiveness, while sufficient to suggest that one is on the right track, still leaves several critical questions unanswered.…”

Section: The Pmhp Model: a Brief Synopsismentioning

confidence: 83%

“…Teacher ratings of childrens' behavior at referral have been factor-analyzed several times (Clarfield, 1972;Cowen et al, 1973), with internally consistent, replicable findings. Three principal referral problem-clusters have been identified: Acting-Out, Aggressive (A) behaviors; Shy-Anxious, Withdrawn (SA) behaviors; and Learning Difficultie5 (L).…”

Section: Pure Typesmentioning

confidence: 98%

Which Kids Are Helped?

Cowen

Lorion

1974

J Spec Educ

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“…Prior research with this measure (Cowen and Schochet, 1973) showed that it discriminated between children who were and mere not recommended for termination in P M H P a t the end of the school year. The ASEF's factor structure approximates the TRF's.…”

Section: Methodsmentioning

confidence: 99%

“…The project's initial goals were to devclop accurate, mass-screening procedures for identifying school adjustment problems, and programs to help children to adapt more effectively (Cowen, Izzo, Miles, Telschow, Trost and Zax, 1963;Cowen, Zax, Izzo, and Trost, 1966). "non-terminators" (Cowen and Schochet, 1973). In its third, most recent stage, less well-resourced extensions of P M H P have been extended to a number of schools in four urban and suburban districts (Cowen, Dorr, Izzo, Madonia, and Trost, 1971).…”

mentioning

confidence: 99%

Evaluation of a preventively oriented, school based mental health program

Cowen¹,

Lorion²,

Dorr³

et al. 1975

Psychol. Schs.

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The Primary Mental Health Projcct (I'MHP), a program for early identification and prevention of school maladaptation, began 17 ycars ago. The project's initial goals were to devclop accurate, mass-screening procedures for identifying school adjustment problems, and programs to help children to adapt more effectively (Cowen, Izzo, Miles, Telschow, Trost and Zax, 1963;Cowen, Zax, Izzo, and Trost, 1966). I n 1'MHl''s second phase, housewives were recruited and trained as child-aides to work with early-identified maladapting children (Zax, Cowen, Izzo, Rladonia, Merenda, and Trost, 1966;Zax and Cowen, 1967). In its third, most recent stage, less well-resourced extensions of P M H P have been extended to a number of schools in four urban and suburban districts (Cowen, Dorr, Izzo, Madonia, and Trost, 1971). P M H P has emphasized research from its start, and has reported a number of outcornc studies-broad and specific-in its 17 year history. Evaluations of the original PMHP werc broad and included all project children-thc adjusted as well as the vulnerable. These studies also used a variety of assessment criteria: e.q., school rccord measures, teacher reports, self-reports, achievemcnt indexes and peer evaluations (Cowen, et aZ., 1963(Cowen, et aZ., , 1966. Outcome studies done during PMHP's second (aidc) stage were restricted to aide-seen childrcn and had fewer criterion measures. There havc been two part-evaluations of PMH1"s third (expansion) stagc, which began in 1969: an aide evaluation report (Dorr and Cowen, 1973) and a comparison of project ''terminators'' us. "non-terminators" (Cowen and Schochet, 1973).The findings of PMHI' outcome studies are reasonably consistent. The initial series (e.g., Cowen, et al., 19GG) showed that, after three years, project children werc doing hettcr than controls on a range of school rccord, pcrformance, and adjustment measures. In phase two, childrcn seen by aides showed both short term (Cowen, 1968) and long term gains (Cowen, Dorr, Trost, and Izzo, 1972). Studies based on the currcnt expanded program indicatc that the aides judged positive outcomes to havc takcn place (Dorr and Cowcn, 1973), and that successful I'MH1' "terminators" improved significari tly morc than "non terminators" on teacher and aide behavior-rating measures (Cowen and Schochct, 1973).Rarlicr PMHI' outcome cvaluations, comparcd to recent ones, werc bctter controllcd, morc rigorous, and lcss encuinbcrcd by cxtraneous vnriablcs. They also used broadcr evaluation criteria and wcre based on broader samples of children, including well-functioning oiics. Thus, the early project's circumscribed nature allowed for tighter evaluation. Itcscarch rigor, in cvaluatirig PMHI', has recently weakened, due primarily to thc complcx realities of today's rapidly changing educational scenc and the rnaiiy problems involvcd in moving from a narrow, singleschool rescarch base to :I complex program in 13 schools in four individualized 'This st,iidy w.zs cnrried orit, under grant support froin the NIMII ICxperimental and Speci:L...

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Referral and outcome differences between terminating and nonterminating children seen by nonprofessionals in a school mental health project

Cited by 16 publications

References 8 publications

Comparison of two outcome groups in a school‐based mental health project

Comparison of two outcome groups in a school‐based mental health project

Which Kids Are Helped?

Evaluation of a preventively oriented, school based mental health program

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