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Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial / Elena SKRYABINA in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)
[article]
Titre : Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Elena SKRYABINA, Auteur ; Gordon TAYLOR, Auteur ; Paul STALLARD, Auteur Article en page(s) : p.1297-1307 Langues : Anglais (eng) Mots-clés : Anxiety prevention school child academic performance Index. décimale : PER Périodiques Résumé : Background Evaluations of school-based anxiety prevention programmes have reported improvements in psychological functioning although little is known about their effect upon educational outcomes. Methods One thousand three hundred and sixty-two children from 40 primary schools in England took part in the randomised controlled trial, Preventing Anxiety in Children through Education in Schools. The trial investigated the effectiveness of a universal school-based cognitive behaviour therapy prevention programme, FRIENDS, delivered by health care staff or school staff compared with usual personal, social, health and education (PSHE) lessons. Self-report psychological outcomes and educational attainment on national standardised attainment tests in reading, writing and maths were collected 12 months postintervention. Analysis was performed at individual level using multivariable mixed effect models controlling for gender, type of intervention and school effect. Registered trial: ISRCTN: 23563048. Results At 12 months, anxiety reduced in the health-led FRIENDS group compared to school-led FRIENDS and PSHE. There were no between-group differences in academic performance regardless of gender, deprivation, ethnicity and additional educational needs. Conclusions School-based mental health interventions should assess psychological and educational outcomes. Further research should directly compare the effects of interventions led by health and school staff. En ligne : http://dx.doi.org/10.1111/jcpp.12593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1297-1307[article] Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial [Texte imprimé et/ou numérique] / Elena SKRYABINA, Auteur ; Gordon TAYLOR, Auteur ; Paul STALLARD, Auteur . - p.1297-1307.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1297-1307
Mots-clés : Anxiety prevention school child academic performance Index. décimale : PER Périodiques Résumé : Background Evaluations of school-based anxiety prevention programmes have reported improvements in psychological functioning although little is known about their effect upon educational outcomes. Methods One thousand three hundred and sixty-two children from 40 primary schools in England took part in the randomised controlled trial, Preventing Anxiety in Children through Education in Schools. The trial investigated the effectiveness of a universal school-based cognitive behaviour therapy prevention programme, FRIENDS, delivered by health care staff or school staff compared with usual personal, social, health and education (PSHE) lessons. Self-report psychological outcomes and educational attainment on national standardised attainment tests in reading, writing and maths were collected 12 months postintervention. Analysis was performed at individual level using multivariable mixed effect models controlling for gender, type of intervention and school effect. Registered trial: ISRCTN: 23563048. Results At 12 months, anxiety reduced in the health-led FRIENDS group compared to school-led FRIENDS and PSHE. There were no between-group differences in academic performance regardless of gender, deprivation, ethnicity and additional educational needs. Conclusions School-based mental health interventions should assess psychological and educational outcomes. Further research should directly compare the effects of interventions led by health and school staff. En ligne : http://dx.doi.org/10.1111/jcpp.12593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 Enhancing work outcomes of employees with autism spectrum disorder through leadership: Leadership for employees with autism spectrum disorder / Alissa D. PARR in Autism, 18-5 (July 2014)
[article]
Titre : Enhancing work outcomes of employees with autism spectrum disorder through leadership: Leadership for employees with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Alissa D. PARR, Auteur ; Samuel T. HUNTER, Auteur Article en page(s) : p.545-554 Langues : Anglais (eng) Mots-clés : autism job attitudes leadership performance Index. décimale : PER Périodiques Résumé : The focus of this study was to identify leader behaviors that elicit successful engagement of employees with autism spectrum disorder, a population that is powerfully emerging into the workplace. The ultimate goal was to improve the quality of life of employees with autism spectrum disorder by facilitating an environment leading to their success. Through a series of interviews with 54 employees with autism spectrum disorder, results indicated that leadership has a great effect on employee attitudes and performance, and that the notion of leadership preferences is quite complex culminating in several important behaviors rather than one superior leadership theory. Implications and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361313483020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Autism > 18-5 (July 2014) . - p.545-554[article] Enhancing work outcomes of employees with autism spectrum disorder through leadership: Leadership for employees with autism spectrum disorder [Texte imprimé et/ou numérique] / Alissa D. PARR, Auteur ; Samuel T. HUNTER, Auteur . - p.545-554.
Langues : Anglais (eng)
in Autism > 18-5 (July 2014) . - p.545-554
Mots-clés : autism job attitudes leadership performance Index. décimale : PER Périodiques Résumé : The focus of this study was to identify leader behaviors that elicit successful engagement of employees with autism spectrum disorder, a population that is powerfully emerging into the workplace. The ultimate goal was to improve the quality of life of employees with autism spectrum disorder by facilitating an environment leading to their success. Through a series of interviews with 54 employees with autism spectrum disorder, results indicated that leadership has a great effect on employee attitudes and performance, and that the notion of leadership preferences is quite complex culminating in several important behaviors rather than one superior leadership theory. Implications and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361313483020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233