The Irvine Paraprof essional Program

Kotkin, Ronald A.

doi:10.1177/002221949803100605

Cited by 23 publications

(3 citation statements)

References 5 publications

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“…The social skills curriculum that was implemented in each of the children's therapeutic group sessions was originally developed for the UC Irvine Child Development Center School Program, a laboratory school environment for children with ADHD. This model combines strategies based in learning and cognitive-behavioral theories and is aimed to promote adaptive skill acquisition and thereby reduce problem behaviors ( 36 ). This curriculum, along with the curriculum of the Summer Treatment Program developed by Pelham et al ( 37 ) contributed to the psychosocial treatment strategies implemented and tested in the Multi-modal Treatment Study of ADHD (MTA Study), the largest NIH funded longitudinal study of treatment modalities for children with ADHD ( 38 – 40 ).…”

Section: Methodsmentioning

confidence: 99%

The Role of Animal Assisted Intervention on Improving Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder

et al. 2018

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Attention Deficit/Hyperactivity Disorder (ADHD), the most ubiquitous mental health problem in children, has been associated with poor self-esteem. Psychosocial interventions have aimed to improve self-esteem among this group, with the aim of reducing the development of comorbid depression and anxiety. The present study implemented a randomized control design to examine the possibility of Animal Assisted Interventions (AAI) as a viable approach to improving self-esteem among children with ADHD. Children's self-esteem across multiple domains as measured by the Self-Perception Profile for Children was evaluated (n = 80, ages 7–9, 71% male). To test the hypothesis that AAI improves self-esteem, stratified Wilcoxon Signed-Rank Tests (SAS NPAR1WAY procedure) were used to compare pre- to post-treatment ratings. Analyses indicated that scores of children's self-perceptions in the domains of behavioral conduct, social, and scholastic competence, were significantly increased from baseline to post-treatment in the AAI group (z = 2.320, p = .021, z = 2.631, p = .008, and z = 2.541, p = .011, respectively), whereas pre-post-treatment differences in self-perceptions were not found for the children in the control group without AAI. Findings suggest that AAI is a viable strategy for improving ratings of self-perceived self-esteem in children with ADHD.

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Section: Methodsmentioning

confidence: 99%

The Role of Animal Assisted Intervention on Improving Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder

et al. 2018

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“…TwohundredandsixteenundergraduatestudentsattendingaUnitedStates-baseduniversityvoluntarily tookpartinthecurrentstudy.Studentsrepresentanimportantpartoftheonlinepopulation,andseveral studies,e.g., (Dai&Salam,2009;Houston&Taylor,1999;Kovar,Burke&Kovar,2000)haveutilized themassubjectsinstudiesofonlineconsumers.Infact,studentsandnon-studentshavedemonstrated identicalpatternsofbehaviorintheonlineenvironment (Ahuja,Gupta&Raman,2003).Indeed, onlineconsumersaregenerallyyoungerandmoreeducatedthanconventionalconsumers (Kotkin, 1998;Kimetal.,2007);thus,collegestudentsaregoodrepresentativesoftheonlinepopulation.In thecurrentstudy,99%ofrespondentswereinthe18-25agegroup,86respondentswerefemales, and123respondentsweremales.…”

Section: Methodsmentioning

confidence: 99%

Social Computing

Vannoy

Medlin

2017

International Journal of Virtual Communities and Social Networking

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This article explores the influence of social, self, and use factors on the intention to perform social computing actions in online social sites. A survey was conducted using peer-to-peer file sharing as representative of a social computing action. Collected data was analyzed using the structural equation modeling method with partial least squares. These findings show that social computing consensus and social computing cooperation are important social factors that have significant influence on the formation of social norms, which in turn increases the intention of members to perform social computing actions. Interestingly, the widely tested use factors perceived usefulness and perceived ease of use have no significant effect upon a user's intention to perform social computing actions. Furthermore, while social norms have significant influence upon a user's intention to perform social computing actions, self-identity has no significant impact. These findings lead to academic and practical implications on the efficacy of social, self, and use factors in furthering understanding of social computing.

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“…Some studies have found that brief training can generate significant improvements in school staff knowledge. This has been investigated in suicide ( 12 – 14 ), ADHD ( 15 – 17 ), mental health first aid ( 18 ), and deliberate self-harm ( 19 ) with good results.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the Workshop â€œAdolescent Depression: What Can Schools Do?â€

et al. 2015

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IntroductionAdolescent depression is associated with serious consequences. School staff is in a unique position to screen and refer adolescents with depression in a timely manner, and can collaborate with healthcare teams to assist in the proper management of the disease. The objective of this paper is to describe the results of a workshop that aims to improve the knowledge of adolescent depression among school staff.Materials and methodsThis was a single-arm trial with a pre-post design. Six workshops were conducted in four cities in Chile. Each workshop lasted 4 h. Participatory methodology was used. A 26-item knowledge questionnaire about adolescent depression, with the alternatives “I agree,” “I disagree,” and “I don’t know,” was administered to the participants, before and after the workshop.ResultsA total of 152 people participated in the trial. Of these, 74.3% were female, and 44.7% were school psychologists, 25.0%, teachers, 17.8%, school counselors, and 5.3%, social workers. On average, there were 69.6% (SD 21.3) correct responses on the initial test, and 91.8% (SD 8.0) on the final test. All items had an increase of correct answers and a decrease of “don’t know” answers. There were notable increases of correct responses on statements dealing with myths: “Antidepressants for the treatment of depression in adolescents must be avoided because they produce dependence” (59–96%), and “Depression in adolescence is better defined as a weakness of character than as a disease” (75–95%). School psychologists scored higher than the other participants on the questionnaire both before and after the workshop.ConclusionThe workshop: “Adolescent depression: What can schools do?” can improve school staff knowledge of this topic, especially aiding to dispel myths regarding the disease and its treatment. This can help bring about timely case detection and improved collaboration with health team for proper handling of adolescent depression.

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The Irvine Paraprof essional Program

Cited by 23 publications

References 5 publications

The Role of Animal Assisted Intervention on Improving Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder

The Role of Animal Assisted Intervention on Improving Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder

Social Computing

Effectiveness of the Workshop â€œAdolescent Depression: What Can Schools Do?â€

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The Irvine Paraprof essional Program

Cited by 23 publications

References 5 publications

The Role of Animal Assisted Intervention on Improving Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder

The Role of Animal Assisted Intervention on Improving Self-Esteem in Children With Attention Deficit/Hyperactivity Disorder

Social Computing

Effectiveness of the Workshop â€œAdolescent Depression: What Can Schools Do?â€

Contact Info

Product

Resources

About

Effectiveness of the Workshop â€œAdolescent Depression: What Can Schools Do?â€