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181.
Mary E. Evans Mary I. Armstrong Jason W. Beckstead Jean Lee 《Journal of child and family studies》2007,16(4):567-576
Since Jane Knitzer’s 1982 report on Unclaimed Children, many states and localities have been developing systems of care to more effectively serve children with serious emotional
disturbance. We report on the methods and outcomes of a two-phase study designed to determine the relationship between the
mechanisms that have been used to establish systems of care and their resulting levels of collaboration. A national survey
of state mental health authorities revealed that, allowing for multiple approaches, 82% of respondents with systems of care
used legislation, 15% used inducements, 41% used capacity building and 44% used other means of system change (e.g., blended
funding). Cluster analysis was used to select 10 sites for visits. Multiple methods of collecting data at these sites were
used including the administration of a scale on collaboration. Data were obtained from 302 respondents. Difference in beliefs
about collaboration and collaborative behaviors were found, indicating that level of collaboration may be an important variable
to consider in studies of outcomes of systems of care for children and families. 相似文献
182.
Joe Armstrong 《Counselling and Psychotherapy Research》2010,10(1):22-31
Background: Existing research findings indicate that minimally trained/experienced paraprofessional counsellors can be as effective as professionally trained and experienced counsellors. More research into the effectiveness of paraprofessionals with specific client populations is required to determine the conditions under which they can be most effective. Aims: To evaluate the effectiveness of a group of 12 minimally trained/experienced volunteer mental health counsellors. Method: Data were collected over a one year period on 118 clients referred to a voluntary sector counselling agency. The CORE-OM was used to measure clients' levels of distress on a session-by-session basis. Clients and counsellors also completed a range of additional self-report measures. A benchmarking strategy was used to evaluate the outcomes achieved by participants in this study against three benchmark studies selected from published literature. Results: Paraprofessionals in this study were less effective than their professional counterparts. Results showed that participants in this study achieved an effect size of .70 compared to effect sizes of 1.36, 1.39 and 1.42 in the selected benchmark studies. Implications: Findings suggest that minimally trained/experienced paraprofessional counsellors working in mental health settings may benefit from longer and more targeted training programmes before engaging in practice. Conclusions: The benchmarking strategy provided a valuable and practical means of evaluating the comparative effectiveness of paraprofessional and professional counsellors. Findings should be interpreted cautiously as the selected benchmarks are not precise measurements and may not reflect the organisational factors operating within voluntary sector counselling agencies. 相似文献
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187.
The impact of parents, child care providers, teachers, and peers on early externalizing trajectories 总被引:1,自引:0,他引:1
This study utilized growth mixture modeling to examine the impact of parents, child care providers, teachers, and peers on the prediction of distinct developmental patterns of classroom externalizing behavior in elementary school. Among 241 children, three groups were identified. 84.6% of children exhibited consistently low externalizing behavior. The externalizing behavior of the Chronic High group (5.8%) remained elevated throughout elementary school; it increased over time in the Low Increasing group (9.5%). Negative relationships with teachers and peers in the kindergarten classroom increased the odds of having chronically high externalizing behavior. Teacher–child conflict increased the likelihood of a developmental pattern of escalating externalizing behavior. Boys were overrepresented in the behaviorally risky groups, and no sex differences in trajectory types were found. 相似文献
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Everett F. McGuinty Brian M. Bird Joana R. Silva Danielle K. Morrow David C. Armstrong 《International journal of group psychotherapy》2018,68(3):428-457
The zeitgeist for brief services psychotherapy efficacy is well underway within the individual and family therapy treatment modalities. However, this paradigm shift, to produce clinically significant mental health outcomes in a much shorter time, has evolved to a much lesser degree within the treatment group format. Longer-term treatment group protocols typically do not match treatment-seeking behaviors with high dropout rates for clients. The current authors describe a structured, four-session treatment protocol that integrates the tenets of Externalizing Metaphors Therapy (EMT) with Innovative Moments (IMs) in addressing anxiety for children and youth. EMT is based upon the externalization of problems, transformation of metaphoric imagery, and the shifting of underlying maladaptive emotional schemas. It is suggested that treatment outcomes are enhanced through the integration of three IMs between-session exercises. 相似文献
190.
Jason Geller Alexander R. Toftness Patrick I. Armstrong Carly L. Manz Clark R. Coffman 《Memory (Hove, England)》2018,26(5):683-690
Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin &; Review, 19(1), 126–134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students’ achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky’s survey, along with the Achievement Goals Questionnaire [Elliot, A. J., &; McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality &; Social Psychology, 80, 501–519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students’ approaches to studying. 相似文献