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A meta-analysis was conducted with 65 school-based psychotherapy and counseling dissertations over the last 10 years (1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008) to assess if a file-drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school-based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 metaanalysis conducted with published school-based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta-analysis of school-based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent psychotherapy outcome literature. Most of the dissertation studies evaluated group interventions and used a cognitive-behavioral or skills training intervention. Skills training and interventions with elementary-school students yielded the largest effect sizes. Comparisons of the current study with previous school-based intervention meta-analyses are discussed as are suggestions for future research. C 2010 Wiley Periodicals, Inc.The effectiveness of counseling and psychotherapy has been a much debated and much researched topic. Smith and Glass (1977) published the first major meta-analysis of psychotherapy outcome studies, and their study has spawned numerous subsequent meta-analyses. In fact, metaanalysis is widely used as a summative quantitative review method for a broad range of social science, medical, and educational disciplines. The typical approach for meta-analysis in psychotherapy outcome research is to compare an experimental treatment group at the conclusion of an intervention with a control group, calculating an effect size (ES) using standard deviations (SDs) of the groups. Although there are variations for analysis, the ES values are pooled across studies to yield a measure of improvement or gain in treated groups. Additionally, the typical approach in meta-analysis has been to primarily use published studies for the base of analysis.There have been numerous meta-analyses of child/adolescent psychotherapy outcomes. There have been general meta-analyses of child outcomes (e.g.,
A meta-analysis was conducted with 65 school-based psychotherapy and counseling dissertations over the last 10 years (1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008) to assess if a file-drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school-based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 metaanalysis conducted with published school-based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta-analysis of school-based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent psychotherapy outcome literature. Most of the dissertation studies evaluated group interventions and used a cognitive-behavioral or skills training intervention. Skills training and interventions with elementary-school students yielded the largest effect sizes. Comparisons of the current study with previous school-based intervention meta-analyses are discussed as are suggestions for future research. C 2010 Wiley Periodicals, Inc.The effectiveness of counseling and psychotherapy has been a much debated and much researched topic. Smith and Glass (1977) published the first major meta-analysis of psychotherapy outcome studies, and their study has spawned numerous subsequent meta-analyses. In fact, metaanalysis is widely used as a summative quantitative review method for a broad range of social science, medical, and educational disciplines. The typical approach for meta-analysis in psychotherapy outcome research is to compare an experimental treatment group at the conclusion of an intervention with a control group, calculating an effect size (ES) using standard deviations (SDs) of the groups. Although there are variations for analysis, the ES values are pooled across studies to yield a measure of improvement or gain in treated groups. Additionally, the typical approach in meta-analysis has been to primarily use published studies for the base of analysis.There have been numerous meta-analyses of child/adolescent psychotherapy outcomes. There have been general meta-analyses of child outcomes (e.g.,
The rentier-state literature pays little attention to the initial political conditions that shape the way an oil-rich country develops its resources. One of the key causal mechanisms linking oil wealth and regime type is the relationship between foreign investors and host governments. Especially in the developing countries that depend on international financing and expertise, the role of foreign capital in fashioning the balance of power in the political system and thereby the distribution of oil wealth becomes ever more important. As the experiences of Azerbaijan and Russia in the 1990s demonstrate, among oil-rich states in the developing world, those with authoritarian regimes tend to fare better in terms of attracting FDI in the oil sector than states with democratizing (or hybrid regimes). The durability of some authoritarian regimes in the developing world is partly a function of this external legitimation from foreign investors.
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