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The relationship between mental heal...

Prator, Ronald V.

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The relationship between mental health support and overall functioning within emotional support classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between mental health support and overall functioning within emotional support classrooms./
作者:	Prator, Ronald V.
面頁冊數:	136 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: B, page: 2508.
Contained By:	Dissertation Abstracts International66-05B.
標題:	Health Sciences, Mental Health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3176918
ISBN:	9780542160943

The relationship between mental health support and overall functioning within emotional support classrooms.
Prator, Ronald V.

The relationship between mental health support and overall functioning within emotional support classrooms. - 136 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: B, page: 2508.

Thesis (Ph.D.)--Marywood University, 2005.

Eighty-three middle school and high school students, all with the educational disability of Emotional Disturbance (ED), their parents, and their teachers volunteered in a descriptive investigation into the role of mental health supports within Emotional Support classrooms. Students involved in the study were enrolled in one of three levels of Emotional Support programming. The levels of programming differed in the amount of mental health intervention provided. Adaptive and clinical behaviors were measured using the Youth Self-Report, Child Behavior Checklist, and the Teacher Report Form of the Achenbach System of Empirically Based Assessment (ASEBA). This study focused exclusively on behaviors considered to be externalizing in nature. These behaviors were chosen based on a record review in which acting out behaviors were identified as the primary concern in the emotional support setting. Data were collected by administering the Achenbach inventories at the start of the school year; and approximately six months later. Standardized scores were compared using a repeated measures ANOVA with one between-subjects factor (Group) and one within-subjects factor (Time). No statistically significant main effect differences were found for the variable of Time. Several scales on the Child Behavior Checklist and Teacher Report Form were significant for main effects for group. Group by Time interaction effects were not observed. These differences were explored in more detail using a comparison of marginal means. Efforts were made to control for the variable of gender, as well as controlling for teachers' years of experience and age. Results suggest that any progress made in regard to adaptive behaviors or clinical concerns, specific to externalizing behaviors, is slow coming and not dependent on the level of intervention provided.

ISBN: 9780542160943Subjects--Topical Terms:

1017693
Health Sciences, Mental Health.

The relationship between mental health support and overall functioning within emotional support classrooms.
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