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Author Kutash, Krista ♦ Duchnowski, Albert J. ♦ Green, Amy L. ♦ Ferron, John
Source SpringerLink
Content type Text
Publisher Springer US
File Format PDF
Copyright Year ©2013
Language English
Subject Domain (in DDC) Philosophy & psychology ♦ Psychology
Subject Keyword School-based ♦ Parent engagement ♦ Emotional disturbances ♦ Children’s mental health ♦ Child and School Psychology ♦ Psychology ♦ Clinical Psychology ♦ Developmental Psychology
Abstract Parent education and support has been identified as a potential resource to help improve outcomes for youth who have emotional disturbances (ED). The current study builds on promising results from Parent Connectors (PCs) (Kutash et al. in Adm Policy Ment Health Ment Health Serv Res 38:412–427, 2011), a peer-to-peer program aimed at increasing the engagement of families in the education and treatment of their children who have ED. A total of 128 parents of students identified as having ED and enrolled in special education programs in 23 middle schools or special centers were randomly assigned to a treatment (had a PC) or comparison group. For parents who had a PC, results indicated positive program effects including increased perceived benefit of engagement, more engagement in their child’s services, and a more positive response to social norms. Students received more mental health services, were enrolled more days in school, and were suspended fewer times and for fewer days. The moderating effects of parent strain and child emotional functioning were examined, and implications for practice are discussed.
ISSN 18662625
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2013-07-11
Publisher Place Boston
e-ISSN 18662633
Journal School Mental Health
Volume Number 5
Issue Number 4
Page Count 17
Starting Page 192
Ending Page 208

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Source: SpringerLink