Science to Practice in Underserved Communities: The Effectiveness of School Mental Health Programming
Science to Practice in Underserved Communities: The Effectiveness of School Mental Health Programming
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在服务不足的社区实践科学：学校心理健康规划的有效性
DOI：
10.1080/15374410801955912
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发表时间：
2008
影响因子：
4.2
通讯作者：
L. Himawan
中科院分区：
文献类型：
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作者：
J. Owens;Caroline E. Murphy;Lauren Richerson;Erin L. Girio;L. Himawan
本研究探讨了一个治疗方案的有效性，该治疗方案由几个组成部分组成，这些组成部分基于循证治疗（EBT），用于在阿巴拉契亚地区一个服务不足的社区向参加学校心理健康计划的青少年提供破坏性行为问题。参与者是117名幼儿园至6年级的儿童，其中包括来自5所学校的91名儿童（78%为男性），这些儿童连续接受干预计划，来自3所学校的26名儿童（73%为男性），其中计划实施延迟了1年。通过家长和教师对儿童症状和功能的评分来衡量治疗结果。治疗条件导致多动/冲动和早期攻击性和犯罪行为的显着减少，以及其他几个功能领域的显着改善。结果表明，EBT可以保留其有效性时，运输到社区的情况下。
This study examined the effectiveness of a treatment program comprised of several components based on evidence-based treatments (EBTs) for disruptive behavior problems delivered to youth participating in a school mental health program in an underserved community in the Appalachian region. Participants were 117 children in kindergarten through 6th grade including 91 children (78% male) from 5 schools who were consecutively referred to the intervention program and 26 children (73% male) from 3 schools in which program implementation was delayed for 1 year. Treatment outcome was measured via parent and teacher ratings of child symptoms and functioning. The treatment condition resulted in significant reduction in hyperactivity/impulsivity and early aggressive and delinquent behavior, as well as significant improvement in several other functional domains. Results suggest that EBTs can retain their effectiveness when transported to a community context.
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影响因子：
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