School-based cognitive-behavioural therapy for academically underachieving Singaporean adolescents with aggressive and rule-breaking behaviour

Krishnan, P. S. Sankara Rama; Yeo, Lay See; Cheng, Yuanshan

doi:10.1080/21507686.2012.722553

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…We identified 24 articles that evaluated the impact on academic outcomes of targeted prevention components of school behavioral health programs or frameworks . A table containing summary information about the articles is available as Table S2 (also at http://csmh.umaryland.edu/Resources/School-Mental-Health-Impact/).…”

Section: Resultsmentioning

confidence: 99%

Educational Outcomes Associated With School Behavioral Health Interventions: A Review of the Literature

Kase

Hoover

Boyd

et al. 2017

Journal of School Health

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Section: Resultsmentioning

confidence: 99%

Educational Outcomes Associated With School Behavioral Health Interventions: A Review of the Literature

Kase

Hoover

Boyd

et al. 2017

Journal of School Health

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“…CBT interventions have often been found to be effective for both male and female offenders (Lipsey, 2009). In addition, some evidence has suggested that CBT may be effective for adolescents with various ethnic backgrounds (Krishnan, Yeo, & Cheng, 2013;Lipsey, 2009), but research has been limited. In general, most studies have been conducted in North America and Europe and have consisted mainly of Caucasian and African American participants.…”

Section: Approaches That Target the Individual Youthmentioning

confidence: 99%

Risk reduction interventions for adolescent offenders.

Viljoen

Brodersen

Shaffer

et al. 2016

APA Handbook of Psychology and Juvenile Justice.

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When an adolescent commits a crime, youth justice professionals must make important decisions about which interventions to provide. Judges must decide whether to incarcerate an adolescent or use community-based treatments. Youth probation officers and case managers face decisions regarding whether to refer the adolescent to therapy and, if so, what kind. Also, mental health professionals must make ongoing decisions about specific issues to address in therapy (e.g., anger management skills, problem-solving skills) and specific techniques to use (e.g., cognitive-behavioral therapy [CBT], specific skills training).The treatment-related decisions that professionals make have a tremendous impact; if effective and empirically supported approaches are used, many adolescents can successfully desist from offending and achieve important developmental milestones (e.g., complete high school, obtain a stable job, develop healthy relationships; Henggeler & Sheidow, 2012). Furthermore, preventing a single youth from engaging in a life of crime saves society $2.6 million to $5 million, including savings in the costs of operating the justice system (e.g., running youth detention facilities) and addressing harms that victims experience (e.g., providing medical and mental health treatment to victims; Cohen & Piquero, 2009).Conversely, if ineffective strategies are used, adolescents' criminal behavior can escalate, become entrenched, and spiral into other difficulties, such as substance abuse, unemployment, early parenthood, and perpetration of family violence, such as violence toward their children or intimate partners (Moffitt, Caspi, Harrington, & Milne, 2002). In fact, although theory from the 1990s asserted that most adolescent offenders are adolescent-limited offenders who desist from offending as they mature and enter adulthood, more recent research has shown that individuals who start offending during adolescence do not necessarily spontaneously desist (Moffitt et al., 2002;Piquero, Diamond, Jennings, & Reingle, 2013). Furthermore, individuals who begin offending at an earlier age, in childhood, show high persistence in reoffending. In other words, it is not feasible to simply wait until youths mature out of their offending behavior. Instead, implementation of effective interventions is essential.To guide intervention planning and delivery, two independent bodies of research have developed. The first focuses on risk assessment and risk management (Heilbrun, 2003). It is led primarily by forensic researchers, who have developed risk assessment tools and intervention-matching principles. The second body of research is often referred to as "what-works" research. It is led by intervention researchers and child clinical or developmental psychologists who have identified empirically supported intervention programs. In general, risk assessment and risk management research tends to focus heavily on front-line assessments by professionals from various disciplines (e.g., youth probation officers, psychologists) and overarching princip...

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Does psychotherapy work with school-aged youth? A meta-analytic examination of moderator variables that influence therapeutic outcomes

Fedewa

Ahn

Reese

et al. 2016

Journal of School Psychology

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School-based cognitive-behavioural therapy for academically underachieving Singaporean adolescents with aggressive and rule-breaking behaviour

Cited by 4 publications

References 20 publications

Educational Outcomes Associated With School Behavioral Health Interventions: A Review of the Literature

Educational Outcomes Associated With School Behavioral Health Interventions: A Review of the Literature

Risk reduction interventions for adolescent offenders.

Does psychotherapy work with school-aged youth? A meta-analytic examination of moderator variables that influence therapeutic outcomes

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